Skip to main content

Full text of "Sunday School Officers and Their Work"

See other formats


268.3 F576s 

Flake, Arthur, 

Sunday school officers and their work 

William Carey College 

3 6781 00014725 9 

"l^UNDAY ^OflCK) 




Class^4£^-iooLir_5-7 6 5 
Accession 1 ?^b}\ 

I. E. Rouse Memorial Library 
William Carey College 

Hattiesburg, ^fississippi / 

Digitized by the Internet Archive 

in 2010 with funding from 

Lyrasis IVIembers and Sloan Foundation 



in the Training Course for Sunday School Workers 

In Diploma Group 
Building a Standard Sunday School — Flake 

In Group II 

The Department Sunday School — Flake 

The Rural and Village Sunday School — Flake and Lavender 
The True Functions of the Sunday School — Flake 

In Group V 

Sunday School Officers and Their Work — Flake 
The Church Library — Lavender 
Associational Sunday School Work — Barnette 
The Sunday School Secretary and the Six Point Record 
System — Flake and Noland 

Sunday School Officers 
and Their Work 



Secretary in Charge of the 

Department of Sunday School Administration 

Sunday School Board 

Southern Baptist Convention 

Nashville, Tennessee 




of the 




Copyright, 1923 

The Sunday School Board 

of the 

Southern Baptist Convention 

Nashville, Tennessee 

Revised, 1936 

Printed in the United States of America 

'^^ o 


The Sunday school is the friend of childhood; the inspira- 
tion of youth; the strength of middle life and the comfort of 
declining years. 

The Sunday school has God's day for its time, God*s house 
for its place, God's Book for its text and God's glory for its 

The Sunday school is officered and taught by Christian men 
and women who are freely giving their time, talents, powers, 
and money to the end that the lost may be saved and the 
saved may be strengthened. 

The Sunday school builds character, instructs the mind, 
warms the heart, feeds ambition, encourages the faint-hearted, 
shields the tempted, and points the way of life for all. 

The Sunday school deserves the sympathetic support, the 
prayerful interest, the loyal co-operation of every loving Chris- 
tian, of every patriotic citizen, of every aspiring youth and 
every prattling child. 

The Sunday school stretches out a friendly hand to one and 
all, old or young, and bids them enter in to the Father's house 
and listen to the Father's voice as he speaks out of his Holy 
Word. M. E. DODD. 



Foreword 7 

I. Introduction 9 

II. The Pastor 22 

III. The Superintendent — His Position 37 

IV. The Superintendent — His Qualifications 43 

V. The Superintendent — His Preparation 53 

VI. The Superintendent — His Work During the Week 63 

VII. The Superintendent — His Work During the Week, 

Concluded 77 

VIII. The Superintendent — His Duties Sunday Morning 91 

IX. The Associate Superintendents 109 

X. The Secretary 117 

XI. The Treasurer 129 

XII. The Librarian 1 38 

XIII. The Chorister and Accompanist 147 

Questions for Review 153 



During recent years keeping abreast of the progress and 
development of the rapidly advancing modern Sunday school 
has been no easy task. Time was when one could discuss 
the work and duties of Sunday school officers with the feeling 
that all Sunday schools were much alike, and that methods 
which had been used successfully in one Sunday school would 
necessarily prove effective when employed in other Sunday 
schools. But that time has passed. 

All Sunday schools are not alike and cannot be conducted 
in the same way. There are of necessity many differences 
among them. They do not have the same possibilities for mem- 
bership. They do not need the same kind of buildings in which 
to carry on their work. The duties of the officers in one 
school are not uniformly the duties of the officers in another 
school. TTiey do not need the same kind of an organization. 
One Sunday school may need fifty officers to carry on its work 
adequately, while a half dozen officers would easily take care 
of the work of another school. Ten or perhaps even a smaller 
number of teachers would be sufficient for one Sunday school 
while another would require two hundred and fifty teachers to 
take care of and teach properly all the pupils who should attend. 

And yet, fundamentally, all Sunday schools are alike, and 
all may be put to the same tests as to their efficiency. 

All Sunday schools have the same constituency — men, 
women, and children ; they have the same textbook — the Bible ; 
they have the same objective — winning the lost to Christ and 
winning the saved to service; they employ the same means of 
building and maintaining — ^voluntary workers, voluntary at- 
tendance and voluntary financial support; and the same meth- 



ods are effective in reaching pupils whether the school should 
have 100 or 1000 members. Therefore, in an inteUigent dis- 
cussion of Sunday school administration methods, both the dif- 
ferences and similarities existing among Sunday schools must 
be taken into account. Likewise, Sunday school officers who 
would be successful with their Sunday schools must recognize 
that individually Sunday schools have marked differences as 
well as marked similarities. This knowledge will furnish the 
clue to the solution of practically all Sunday school problems. 
Indeed, without such knowledge the highest success is im- 
possible in properly building and maintaining a Sunday school. 

Sunday schools may be divided correctly into two distinct 
tjrpes or classes. Through these two types all other Sunday 
schools may be located ; ail of them resembling in some manner 
both extreme types, some approximating more nearly to one, 
while the others more closely resemble the other. 

The aim in this chapter will be to set out as clearly as 
possible these two distinct types of Sunday schools and to call 
attention to the factors that determine to which of these 
types a Sunday school should properly belong. The aim is 
also to set up some tests dealing with Sunday school efficiency 
which every Sunday school must meet before it can rightly lay 
claim to being an efficient Sunday school. 

I. Types of Sunday schools 

1 . First Type — The One Man School. 

Of this class of Sunday schools there are at present ap- 
proximately 15,000 in the bounds of the Southern Baptist 
Convention. For the most part these Sunday schools are in 
country churches, small tovv^ churches, and small suburban 
churches. The working force in schools of this type usually 
comprises about three officers, and from three to ten teachers, 
graded and organized about as follows: 

Officers — Pastor, Superintendent, Associate Superintendent, 
Secretary-Treasurer, and Musician. Beginner Children, 4 
and 5, one teacher; Primary Children, 6 to 8, one teacher; 
Junior Boys, 9 to 12, one teacher; Junior Girls, 9 to 12, 
one teacher ; Intermediate Boys, I 3 to 16, one teacher ; Inter- 


mediate Girls, 1 3 to 16, one teacher; Young Men, 17 to 24, 
one teacher; Young Women, 17 to 24, one teacher; Men, 
25 plus, one teacher; Women, 25 plus, one teacher. 

Here we have an organization of five officers and ten teach- 
ers; besides, there should be a Cradle Roll and Extension de- 
partment. While a vast number of Sunday schools of this type 
do not mamtain the above organization, yet practically all 
could observe the above grading lines and conform to this plan 
of organization. Graded Lessons could be used in all such 
schools at least in the Beginner and Primary classes, and they 
could also be used in the Junior classes to good advantage. 

In Sunday schools of this type all pupils and classes assem- 
ble together and work together in one large room, usually the 
church auditorium, with the general superintendent in charge 
of the program. The superintendent works directly with the 
teachers and has intimate personal contact with the pupils. 

In times past, practically all Sunday schools were of this 
type and many of them were mighty forces in Kingdom build- 

2. Second Type — The Department Sunday School. 

Sunday schools of this type are thoroughly graded and de- 
partmentized. Each department has a department superin- 
tendent, other department officers, and teachers, and holds its 
sessions in a separate department room; also each class, at 
least above the Primary department, having a separate room 
for the class period. These schools use Graded Lessons in the 
Beginner, Primary, and Junior departments; and many use 
them in the Intermediate department. 

The working force of a department Sunday school, which 
is the ideal type, is made up of about ten general officers, eight 
departments with an average of five department officers or help- 
ers in each department and not less than twenty-eight teachers, 
comprising a force of about eighty to ninety workers, besides 
the officers in the Young People's and Adult classes. The 
organization would be about as follows: 


General Officers 

Pastor, Superintendent, First Associate Superintendent, 
Second Associate Superintendent, Third Associate Superin- 
tendent, Secretary, Treasurer, Librarian, Chorister, Pianist — 
making a total of ten general officers. 

Department Organization 

Cradle Roll Department — Ages, birth through 3 — Super- 
intendent, Associate Superintendent, Secretary, Nursery Moth- 
er, Nursery Class Teacher, visitors — as many as needed — 
making a total of at least fifteen workers in the department. 

Beginner Department — Children, 4 and 5 — Superintendent, 
Associate Superintendent, Secretary, Musician; first grade chil- 
dren, four years, two teachers; second grade children, five 
years, two teachers; making a total of about seven officers and 

Primary Department — Children, 6 to 8 — Superintendent, 
Associate Superintendent, Secretary, Musician; first grade chil- 
dren, six years, two teachers; second grade children, seven 
years, two teachers; third grade children, eight years, two 
teachers ; making a total of about eleven officers and teachers. 

Junior Department — Boys and Girls, 9 to 1 2 — Superin- 
tendent, Associate Superintendent, Secretary, Musician; first 
grade boys, nine years, one teacher ; first grade girls, nine years, 
one teacher; second grade boys, ten years, one teacher; second 
grade girls, ten years, one teacher; third grade boys, eleven 
years, one teacher; third grade girls, eleven years, one teacher; 
fourth grade boys, twelve years, one teacher; fourth grade girls, 
twelve years, one teacher; making a total of about thirteen 
officers and teachers. 

Intermediate Department — Boys and Girls, 1 3 to 1 6 — 
Superintendent, Associate Superintendent, Secretary, Chorister, 
Musician; first grade boys, thirteen years, one teacher; first 
grade girls, thirteen years, one teacher; second grade girls, 
fourteen years, one teacher ; second grade boys, fourteen years, 
one teacher; third grade boys, fifteen years, one teacher; third 
grade girls, fifteen years, one teacher; fourth grade boys, six- 


teen years, one teacher; fourth grade girls, sixteen years, one 
teacher; making a total of about thirteen officers and teachers. 
Young People s Department — Ages, 1 7 to 24 — Superin- 
tendent, Associate Superintendent, Secretary, Chorister, Mu- 
sician ; young men, 1 7 to 20, one teacher ; young women, 1 7 to 
20, one teacher; young men, 21 to 24, one teacher; young 
women, 21 to 24, one teacher; also a class of young married 
women, one teacher; making a total of at least ten officers 
and teachers. 

Adult Department — ^Ages, 25 and up — Superintendent, 
Associate Superintendent, Secretary, Chorister, Musician; men 
and women in separate classes, four or more teachers; making 
a total of at least nine officers and teachers. 

Extension Department — Superintendent, Secretary-Treas- 
urer, about ten visitors; making a total of about twelve officers 
and visitors. 

3. Miscellaneous. 

As has been said, between the two extreme types discussed, 
there are a large number of Sunday schools, many of which 
are fairly well graded and more or less departmentized. In 
many of these schools the Beginner and Primary departments 
meet together in a separate room, with a capable superin- 
tendent in charge, for their opening worship, and then divide 
into classes for the teaching period. The other departments 
are fairly well graded, but, for lack of proper building facilities, 
meet together for the opening worship with the general super- 
intendent in charge of the program. 

In other schools the Beginner, Primary, and Junior depart- 
ments are well organized and well graded, and conduct their 
own Sunday morning sessions separately, v^th a capable 
department superintendent in charge of each one of the depart- 
ments, while the Intermediate, Young People's, and Adult 
departments meet together for the opening worship, the pro- 
grams being conducted by the superintendent of the school, after 
which they divide into classes for the lesson period, coming 
together again for a closing service. 


And now in many of our larger situations we have schools, 
where it has been necessary to organize more departments to 
make for efficient administration. Where this is to be done, 
the best plan has proved to be to make new departments as 
needed within the above described department age groupings. 
The first move would, therefore, be to make two Junior de- 
partments, putting all of ages nine and ten in one, and all of 
ages eleven and twelve in the other; likewise, with the Inter- 
mediates; then two departments for Beginners, three for Pri- 
maries, and so forth. At least one of our schools has now a 
separate department for each age from three through sixteen. 

II. Determining factors 

There are three main factors which play important parts 
in determining how a Sunday school should be organized and 
run. Let us see what they are and the influences they exert 
ID determining to which type a Sunday school belongs. 

1 . The Building in Which the School Meets. 

The influence of the building in determining the type of a 
Sunday school is almost absolute. The fact is, the kind of 
building which a church has for its Sunday school will largely 
determine the kind of Sunday school the church maintains, both 
as to the character of the work of the officers and the quality 
of teaching. This is an old truth newly arrived at and is just 
beginning anew to grip pastors and superintendents and other 
religious leaders. 

( 1 ) One-room buildings. 

A Sunday school that meets in a one-room building will 
necessarily be compelled to conform to the kind of school 
described under the first type. To be sure, the school may and 
should observe department grading lines and requirements, and 
Graded Lessons may be used in the Beginner and Primary 
classes, and perhaps in the Junior classes. Likewise, the 
corners of the building may and should be curtained or 
screened and appropriate places made for the classes in these 
grades. Also, the other classes in the school should be cur- 


tained off where they may be taught to the best advantage 
under the circumstances. But it is manifestly impossible for the 
school to be closely graded and maintain a department organ- 
ization and conduct separate department programs of music, 
marches, and drill work in a one-room building. 

(2) Department buildings. 

How different is the case of the modem department Sun- 
day school building. Here the situation is reversed. Instead 
of the school's having to be adjusted to fit the building, the 
building is planned and erected to meet the needs of the Sun- 
day school and conforms throughout to these needs. Thus 
we have the ideal, thoroughly departmentized, perfectly graded 
Sunday school, with a suitable place provided for every of- 
ficer and teacher to do the best possible work in ministering 
to the spiritual needs of every pupil in the Sunday school. 

2. The Size of the School. 

( 1 ) The small school. 

The type of Sunday school is determined also by the number 
of pupils belonging to the school. A Sunday school of a 
hundred members or less is not susceptible of departmentiza- 
tion on a closely graded basis, but yields perfectly to the or- 
ganization plan suggested for Sunday schools of type one. 

In the administration of the affairs of a Sunday school of 
this type the superintendent works directly with and through 
the teachers and has an intimate touch with the pupils. In 
small schools a large number of general officers are not needed, 
and an elaborate department organization would be as much 
out of place as would a large department store in a small vil- 
lage or country community. 

(2) The large school. 

A large Sunday school cannot be conducted effectively as 
a one-man affair, but should be departmentized with a full 
corps of officers in each department. In the department Sun- 
day school a large number of men and women may be as- 
signed definite duties to perform. The people may be reached 
for the Sunday school in great numbers. At the same time. 


the work of the teachers, in behalf of their pupils, will in 
every way be more effective. Sunday schools which are in- 
strumental in the highest degree in reaching and properly teach- 
ing large numbers of people are departmentally organized. 

Small Sunday schools cannot be thoroughly departmentized 
and closely graded, with a class for each age and the sexes 
separate above the Primary department, with a large force of 
general and department officers. But large schools need just 
this sort of an organization and cannot be successfully con- 
ducted without it. 

3. The Attitude of the Leaders. 

After all that has been said previously about the influence 
of the building and the size of the Sunday school in determin- 
ing the type of school which a church maintains, the attitude 
of the pastor and superintendent towards the Sunday school 
vsall have far more to do with this matter than all things else 
combined. When these two men have the right attitude to- 
ward the Sunday school and understand the needs of the 
school, the old, poorly adapted buildings will disappear as if 
by magic and beautiful modern Sunday school buildings will 
take their place. Some of these old buildings will be re- 
modeled, repainted and equipped to meet the needs of the 
Sunday school. Other churches will build teaching houses, 
two stories, three stories, and even four stories high, hard by 
their present beautiful church auditoriums, suited to meet all 
needs of the Sunday school. Others of these old buildings will 
be torn down and new buildings will be erected at a cost of 
$2,000, $10,000, $50,000, $100,000, and even $1,000,- 
000, for the purpose of taking care of all the activities of the 

Again, when these two men, the pastor and superintendent, 
understand how to organize and build great Sunday schools, 
the large majority of the little, poorly equipped Sunday schools 
will disappear and, in their stead, there will be well organized, 
perfectly graded schools, with memberships of twice, three 
times, and some even ten times the present size. Not one Sun- 
day school in one hundred is half as large as it could be and 
will be when pastors and superintendents master the Sunday 


school business and determine that they will have nothing less 
than the biggest and best. 

III. Tests of Sunday school efficiency 

It must not be concluded that a church cannot have a 
good Sunday school and even a great Sunday school because 
it is lacking in modern equipment, or because its possible Sun- 
day school membership is necessarily limited. Pastors and 
superintendents should take account of their opportunities, keep 
a close watch on their Sunday schools and see to it that they 
meet every legitimate test which may be applied. 

It matters not where a Sunday school may be located, what 
kind of building it may have, or how large its field of opera- 
tion; every Sunday school should be doing the foUov/ing four 
things: reaching a very large proportion of the people who 
should properly belong to it ; really teaching the Bible to all of 
the pupils in the school; constantly at the business of winning 
the lost pupils to Christ; regularly at the task of enlisting in 
service and training for better service all the saved pupils in the 
Sunday school. In other words, a Sunday school should be able 
to meet the following four tests : 

1 . Numbers. 2. Real Bible Teaching. 3. Soul-Winning. 
4. Enlisting its members in service. Let us see what each one 
of these points really means. 

1 . Numbers. 

This does not mean that a Sunday school should have 
1000 or 2000 members in order to be a great Sunday school. 
It may have an enrolment of 1 00 or even a smaller number 
and be a great Sunday school from the standpoint of numbers. 
In other words a Sunday school is meeting the numbers' test 
when it is reaching a large proportion of the people in the 
community who should belong to it, be they many or few. 

For example, the writer has in mind two Sunday schools: 
one of them has a possible membership of 681, including all 
the resident members of the church, all those who are of Bap- 
tist preference, and all who have no preference at all. This 
Sunday school has on its roll in all the departments 632 mem- 
bers. The other school has a possible membership of 3960, 


and has enrolled in all of the departments 1 442 of this num- 
ber. The first of these schools is reaching 86 per cent of its 
possibilities; the second is reaching 37 per cent of its possi- 

The first school is faihng to reach 49 people, that is, 1 4 per 
cent of its possibilities. The second school is failing to reach 
2518 people, that is, 63 per cent of its possibilities. It is evi- 
dent that the first school is far more efficient when the numbers' 
test is applied than the second, although the first has an en- 
rolment of only 632, while the second has on its roll 1442, 
almost two and one-half times as many. Thus it is seen that 
a Sunday school is great in numbers in proportion as it is reach- 
ing its possibilities. In other words, the number of people on 
the outside of the Sunday school who should be on the inside 
would be the true test of a Sunday school's efficiency at this 

There are those who say they are not working for large 
numbers in their Sunday schools but for efficiency. They 
would have us believe that large numbers and efficiency are ein- 
tagonistic. They even go so far as to say that Jesus was not 
after numbers, that he went after individuals, and not after 
the people in great masses. They support their contention by 
calling attention to his dealing with the Samaritan woman, Zac- 
chaeus, Nicodemus, and Matthew the Publican. However, 
in support of their position they neglect to call attention to 
the feeding of the 4000, the feeding of the 5000, the addi- 
tion to the church on one day of 3000 members, and at an- 
other time the addition to the church of 5000 members. 

There are multitudes of people in practically every com- 
munity who are not in Sunday school. They need the Sunday 
school ; the Sunday school needs them. The efficient Sunday 
school will be deeply concerned for the welfare of every one 
who needs the blessings of its ministry and week by week it 
will be found diligently at the task of bringing them into its 

2. Real Bible Teaching. 

The second test of a great Sunday school is determined by 
the kind and quality of teaching done in the school. Large 


numbers and good teaching are not antagonistic. A large 
Sunday school does not mean necessarily poor teaching ; neither 
is a small Sunday school a guarantee of good teaching. It 
may be said, in this connection, that it is as easy to have good 
teaching in a school of 4000 as in a school of 400 or 100. 
The writer's firm conviction is that the poorest Bible teaching is 
done in small schools. However, this need not be true and 
every Sunday school should stand the teaching test; if it does 
not it is not entitled to be called a great Sunday school, no 
matter how many or how few are in the school. Efficiency at 
this point, more than anywhere else, perhaps, contributes 
towards making the Sunday school a real school. 

This raises another tremendously important question that 
needs earnest consideration at all times by pastors and super- 
intendents. It is the question of tohai is being taught in the Sun- 
day school. Not only do Sunday school teachers really teach, 
but do they teach the Bible, the truths of the Bible? Do they 
teach the great doctrines of the Bible in all the departments of 
the Sunday school? Do they teach Bible history, Bible geog- 
raphy, and other Bible facts, for the purpose of making the 
life-giving, life-sustaining truths of the Bible vital in the hearts 
and lives of their pupils? 

The Bible is a spiritual Book; its truths are "spiritually 
discerned." The Bible is called the "Word of Life" (Phil. 
2: 16). "The words that I speak unto you, they are spirit, and 
they are life" (John 6: 63). "Receive with meekness the 
engrafted word, which is able to save your souls" (Jas. 1 : 21 ). 
"The word of his grace ... is able to build you up" (Acts 
20: 32). 

The purpose at this time is not to go into details and show 
how every Sunday school may stand the teaching test. How- 
ever, there naturally arises in our thinking in this connection 
the question of the place and effectiveness of spirit-filled, 
trained officers and teachers. Graded Lessons, a suitable build- 
ing, thorough equipment, a good weekly teachers' meeting and 
a monthly workers' conference. TTie suggestion is that pas- 
tors and superintendents shall rigidly apply the teaching test to 


their Sunday schools, and see that the Bible is really being 
taught and made effective in the lives of the pupils. 

3. Soul-Winning. 

Certainly every Sunday school should stand the soul-van- 
ning test. 

Christ's mission to this world was to win souls; that was the 
purpose of his coming. The Apostle Paul said, "Christ Jesus 
came into the world to save sirmers," and should not we also 
in all our Sunday schools have this as our supreme aim? In- 
deed, is not the reason we organize our forces, grade our 
schools, train our officers and teachers, erect our buildings 
and earnestly seek to v^an large numbers into our Sunday 
schools, that we may win them to Christ? 

Pastors, superintendents, and teachers should candidly and 
sincerely study their Sunday schools with this great test in 
mind. First they need to get together in prayer over the lack 
of soul-winning fervor and zeal in their Sunday schools. Next 
they need to plan together to make the work of soul-winning 
a definite reality, and then they need to work together con- 
tinually for a harvest of souls. 

4. Enlisting in Service. 

Every Sunday school should be enlisting and using a large 
per cent of the members of the church in its organization. If 
the question be asked. Why the Sunday school should be put 
to this test? the answer would be. Because the Sunday school 
is the one organization in the church in and through which 
every man, woman, and child may find a suitable place in 
which to serve. The activities of the modern organized Sunday 
school, with its departments and classes, are so numerous and 
varied that every one who can be induced to serve may find a 
task to his liking, commensurate with his time, talents, and skill. 

Many Sunday schools have only six, eight, or ten officers 
and teachers, when they should reasonably have fifteen, twenty, 
or thirty. A great many Sunday schools have fifteen, twenty, 
or thirty officers and teachers when it would take fifty, seventy- 
five, or one hundred to take care of the situation adequately. 
Large numbers of Sunday schools have only thirty-five. 


forty, or fifty officers and teachers when they need one hun- 
dred and fifty to five hundred men, women, boys, and girls in 
their Sunday school organization. 

The churches are full of saved people who need to be en- 
listed in definite service for Christ. Their idleness is not caused 
by the lack of a desire to do something for their Lord. This 
desire was formed when Jesus first came into their hearts. In 
many hearts the desire to serve has lain dormant so long that 
it has become weak and feeble, while in others it is still strong 
and buoyant. The Sunday school is a place where every one 
of these may have this heart hunger for service gratified, and 
if all are not put to work and trained to do service in the 
Sunday school, the vast majority of them will never realize the 
joys that come only through serving Christ. 

Undoubtedly this is the crucial test of the efficiency of a 
Sunday school, for, if this test is met, the other three will 
follow as the day follows the night. 



Because only one chapter in this study is being devoted to 
a consideration of the work of the pastor and a half-dozen 
chapters or more to that of the superintendent, it should not be 
construed that the pastor's place in the Sunday school is of less 
importance than that of the superintendent's. This is not true 
by any means. The pastor is concerned chiefly with the 
spiritual life of the school, while the superintendent must of 
necessity devote a large share of his time and attention to 
methods of work and how to get things done. Therefore, 
much more time and space are required in this study to discuss, 
in detail, the work and duties of the superintendent than of the 

It takes both of these men to run a Sunday school — the 
pastor and the superintendent. Each has his particular place 
and work in the Sunday school and neither can take the place 
or do the work of the other. They are also inter-dependent; 
neither can succeed in the highest degree without the whole- 
hearted, intelligent support and co-operation of the other. One 
of our leading pastors differentiates the work of the pastor and 
superintendent, thus: "The work of the superintendent is prac- 
tical and that of the pastor is inspirational. The superintendent 
has to do with the mechanical, the pastor with the dynamic. 
The superintendent is concerned with organizing the forces, the 
pastor with their creation and their morale. One places the 
soldiers at the front, the other keeps the home fires burning." 

Let us first take a brief glance at the pastor's place in the 
Sunday school, next make suggestions concerning some things 
he should not do, and then present a study of what he should 



I. The pastor's place and power 

The pastor of the church is pastor of every activity of the 
church. He is pastor of the Sunday school, the Training Union, 
the W.M.U., and every other organization and church activ- 
ity. He is the under-shepherd, the overseer, the spiritual 
leader of the entire church — of all the members of the church 
and every activity in the church — and he is so by divine ap- 
pointment. This relationship is therefore a holy one. 

In view of this relationship it seems very improper and un- 
fortunate to speak of the pastor as the "chief officer" of the 
Sunday school, this would seem to circumscribe his work and 
limit his prerogative. If it is correct to call the pastor the 
chief officer of the Sunday school, it would also be correct to 
call him the "chief officer" of the Training Union, the "chief 
officer" of the W.M.U., and the "chief officer" of every other 
organization in the church. Is it not enough to say that the 
pastor of the church is the pastor of the Sunday school, with 
all that the term implies? In this connection let us note some 
of the pastor's prerogatives. 

1 . He Should Have General Oversight of the Sunday 

In suggesting that the pastor have general oversight of the 
Sunday school, we do not mean that the pastor should be the 
executive officer of the Sunday school or that he is to run the 
Sunday school, but rather that he is the chief counselor of the 
Sunday school, always ready v^th his advice and counsel when 
and where most needed. 

The Sunday school being a part of the pastor's work, he 
should, of course, be vitally interested in its success, and he 
should be so well informed about all phases of the work that 
suggestions from him would be of the greatest value and 
would be gladly received by the superintendent and all of the 
other officers and teachers. The success of the pastor's 
ministry is so closely bound up with the success of his Sunday 
school that to neglect it would be to cripple seriously his work 
and limit his usefulness. 


2. He Should Lead in the Teaching. 

One of the New Testament qualifications of a pastor is that 
he must be "apt to teach." He is also enjoined to "Com- 
mit the word to faithful men who are able to teach others 
also." A good Sunday school gives the pastor an oppor- 
tunity in which to develop his people through a teaching min- 
istry. The pastor certainly should teach his teachers, and 
through them he can teach the entire church membership and 
scores of people who are not yet members. 

Evidently the pastor should teach and train the leaders in 
his church. This duty is a part of his work as pastor of the 
church, and he cannot transfer this obligation to others and 
at the same time fulfil his mission in the highest degree. His 
preparation should fit him for teaching his teachers the Bible 
and all the books in the Training Course for Sunday School 

II. What the pastor should not do 

1 . He Should Not Be Superintendent of the Sunday- 


The pastor should not be superintendent of the Sunday 
school. He will need a superintendent, and he should see that 
the church elects the best man for the place ; and then he should 
help him to be the best superintendent possible. Neither 
should the pastor infringe upon the authority and prerogatives 
of the superintendent; he should not announce plans for the 
school, appoint officers and teachers, transfer classes from 
one room to another, and otherwise assume the direct leader- 
ship of the Sunday school. These are the duties of the super- 
intendent and the pastor should expect the superintendent to 
attend to them. The pastor should not run the Sunday 
school, but he should be ready to help the superintendent with 
his advice and counsel at all times. 

2. He Should Not Run the Sunday School. 

Should the pastor undertake the active management of the 
Sunday school, appointing officers and teachers, grading the 
school, classifying the pupils, doing general Sunday school 


visiting, ushering pupils to their seats, conducting the Sunday 
morning program, and leading the music, no matter how well 
he may be able to do these things, he will find that the results 
will not be satisfactory in the end. Usually three things in- 
evitably will result if the pastor undertakes to run the Sunday 

(1) He will neglect other things that he should do. 

The pastor will not have the time to run the Sunday school 
and at the same time attend to his other duties. Even in a 
very small church the pastor will have his hands full if he gives 
his attention to the things which need him, and which cannot 
be done by any one else. The pastor may be able to run the 
Sunday school perhaps better than the superintendent; indeed, 
he might make a first-class superintendent, but it would be 
impossible for him to be a good superintendent and a good 
pastor at one and the same time. The pastor cannot run the 
Sunday school, properly prepare his sermons, do the necessary 
reading and study, minister to the sick and respond to the 
multitudinous calls which would seem to have a right to his 
attention. It is impossible. The pastor cannot do every- 
thing himself and he should not try. 

(2) He will do worJi that some one else should do. 

The pastor who undertakes to do everything will soon 
have a church full of people who cannot do anything. One 
of the pastor's greatest opportunities for service will be found 
in developing capable leaders for all activities in the church. 
Certainly it would be a sad commentary on his ability as 
"overseer" if, after he had been pastor for even a short 
time, he did not have a man in his church capable of being 
superintendent of the Sunday school. There is something 
wrong when the pastor is superintendent of the Sunday school, 
training union director, doing the work of an usher, or per- 
haps the janitor. When this state of affairs exists, it is be- 
cause the pastor has failed to develop his people ; he has been 
too busy doing their work to enlist, train, and direct them to 
do the work that they should do. 


(3) He will develop opportunities for arousing opposition. 

When the pastor assumes active management of the Sunday 
school, or when he unwisely intrudes his opinions or infringes 
upon the prerogatives and duties of the superintendent, he is 
certain to arouse opposition and create dissatisfaction. It 
may never manifest itself outwardly, but eventually there will 
be a slackening of interest and enthusiasm all along the line. 
The pastor and superintendent are yoke-fellows in a great 
task and they should be brothers indeed, at all times showing 
the greatest consideration for each other. 

III. What the pastor should do 

The pastor owes time and thought to his Sunday school, 
both for the work's sake and for the effectiveness of his 

1. He Should Attend the Sunday School Regularly. 

The pastor should attend the Sunday school promptly on 
Sunday morning. His presence will greatly encourage the 
superintendent as well as all the other officers and teachers, 
and will be an inspiration and joy to the entire school. He 
will also be able to make a study of the school before it opens 
and during the period of opening worship, and in this way 
learn many things about the school which he could not know 
in any other way. 

2. He May Teach a Class. 

There is no rule to govern what the pastor should do at 
this point. If he wants to teach a class, he should do so by 
all means. Many pastors get great joy out of teaching a class 
of men. Pastors also testify that they have been able to broaden 
and strengthen their ministry in this way. Some men will join 
the pastor's class who would not otherwise attend the Sunday 
school. Likewise, many fine men can easily be enlisted to assist 
in building the pastor's class who could not be induced to serve 
elsewhere in the Sunday school. 

This is a question, however, that every pastor will have 
to settle for himself. All pastors who teach great classes of 


men testify without exception that in their judgment the pastor 
should teach a Sunday school class. Certainly, if teaching a 
class would interfere with the pastor's Sunday morning sermon 
it is probable that he should not teach. On the other hand, 
many pastors may find that contact with a great class im- 
proves their preaching. 

The argument is sometimes advanced that if the pastor 
teaches a class he cannot give attention to the other part of 
the Sunday school. This is partially true; however, before 
the lesson period, and also after the lesson period, the pastor 
will have opportunity to study the school. Well-kept records 
will also furnish the pastor most accurate knowledge concern- 
ing each department and class in the Sunday school. He will 
also find that the weekly teachers' meeting will afford him a 
fine opportunity to find out what is going on in the Sunday 

At intervals, perhaps once a month, the pastor should have 
a substitute teacher supply for him, at which time he should 
go with the superintendent through the Sunday school for the 
purpose of making a close study of the school in operation. 
To be sure he should time his visits wisely, so that no program 
or class is disturbed or interrupted by these visits. 

3. He Should Co-operate in Formulating and Directing the 
Policies of the School. 

The pastor and superintendent should meet often for con- 
ference concerning every phase of the work of the school. 
With the records before them they can easily get into the 
problems which need attention most. The method of con- 
ducting the teachers' meeting may need changing. The or- 
ganization may need expanding. The pupils may not attend 
the preaching service as they should. The soul-winning spirit 
in the school may be at a low ebb. A training school for the 
workers may be the imperative need. These and other vital 
questions would claim attention as they meet for prayer and 
conference. In this way the pastor will put his stamp upon the 
Sunday school as he can do in perhaps no other way. 

He will find here his best chance to exercise proper over- 
sight and direction of the Sunday school through the super- 


intendent. The pastor and the superintendent together are an 
irresistible force in building the Sunday school and in "pulling 
down the strongholds of satan." In speaking of these two 
men, a pastor recently said: "The pastor can chase a thousand 
and the superintendent can chase a thousand, but the pastor 
and superintendent together can put ten thousand to flight." 

4. He Should Help Secure Workers. 

Neither pastor nor superintendent should nominate teachers 
without consulting each other. Both are interested in this 
vital matter and the wisdom of both is needed in the selection 
of the men and women who should teach in the Sunday school. 
One of the most important and at the same time most difficult 
tasks confronting the pastor in the work of the entire church 
is the enlistment of men and women to teach in the Sunday 
school. Certainly, then, he would co-operate with the super- 
intendent in the selection, enlistment, and training of all the 
officers and teachers. 

( 1 ) Their selection. 

With the church roll before them the pastor and superin- 
tendent would be able to make a long list of capable men and 
women who have teaching gifts. These should be assigned to 
the department and grade in which, in the judgment of the 
pastor and superintendent, they will be best able to teach. 

(2) Their enlistment. 

With this list in their hands, the pastor and superintendent 
should visit these prospective teachers and secure their consent 
to enter the work. Often more than one visit will have to 
be made before consent can be secured. Time for thought 
and prayer will be necessary before a decision can be reached. 
Such work pays large dividends and should constantly find a 
place in the activities of the pastor. 

(3) Their training. 

Next comes the training of these workers. Just here is one 
of the pastor's richest fields of labor. Certainly there should 
be a well-defined policy for training Sunday school workers 
in every church. The pastor should be the best equipped man 


in the church to lead in this work. It is his place by virtue 
of his calling and position, and he neglects it always at the 
peril of seeing his work suffer. 

5. He Should Recognize the Bible Study Opportunity. 
Every true pastor desires that his people — all of them — 

shall study the Bible. He knows that a study of the Bible 
will help in the solution of a large part of their individual 
problems and also the great majority of the problems of the 

The Sunday school provides a helpful, definite, practical, 
attractive plan for Bible study for all the people, from the 
youngest to the oldest. The lessons are planned with this 
end in view. 

Then the Sunday school is organized in such a way as to 
make it possible to reach all the people and bring them into 
the Sunday school, where they may be taught. The pastor 
should seize this opportunity for Bible study for his people 
and earnestly throw his influence back of the Sunday school, 
co-operating with the superintendent in endeavoring to get 
every member of the church and all others possible into the 
Sunday school for Bible study. 

6. He Should Recognize the Soul-Winning Opportunity. 
The Sunday school affords the pastor a fertile field of 

evangelism day after day. If the Sunday school is constantly 
bringing in lost people, as it should, the pastor may be kept 
busy here at the work of winning the lost to Christ. 

Note how the Sunday school is logically the pastor's soul- 
winning opportunity. 

(1 ) As a field in which to win souls. 

Practically without exception, all Sunday schools have 
numbers of lost people on their rolls. This is true even in 
very small Sunday schools. Within the membership of all 
large Sunday schools and in Sunday schools which maintain 
a systematic and vigorous effort for reaching the people, large 
numbers of people who are not Christians are to be found. 

Another thing, a great many of those who are not Christians 


are children and young people and are the more easily reached 
for Christ. Likewise, the surroundings in the Sunday school 
create a favorable atmosphere for winning the lost pupils to 
Christ. The task of winning grown men and women to 
Christ is half accomplished when they become regular attend- 
ants at the Sunday school. 

A well organized, vigorous, out-reaching Sunday school 
will continually keep a soul-winning pastor well supplied with 
abundant soul-winning material, consisting of children, boys 
and girls, and men and women, whose greatest need is Christ. 

(2) As a force for winning souls. 

Practically without exception all of the soul-winners in 
every church belong to the Sunday school. They are the of- 
ficers and teachers of the Sunday school, and the officers and 
members of the organized classes. These constitute a soul- 
winners' band already organized and ready to be put to 
work by the pastor. The general superintendent and the super- 
intendents of the departments are his key people; next come 
the teachers, each one having special interest in the lost pupils 
in his class. Then in each class there are saved pupils who 
may be enlisted easily in behalf of their fellow pupils who are 
yet strangers to Christ. In this way the Sunday school pre- 
sents a definite field of service to each teacher and saved 
pupil to win the lost in his own particular department and 
class. A truly wonderful opportunity is hereby presented to 
the pastor constantly to lead this soul-winning force of Sunday 
school officers, teachers, and saved pupils in the work of winning 
the lost. 

7. He Should Recognize the Preaching Opportunity 
The Sunday school should furnish the pastor a most fruit- 
ful field for preaching the gospel, and any pastor who fails 
to take advantage of this opportunity to preach to his Sunday 
school is bound to suffer loss in his preaching ministry. 

In practically all Sunday schools at least 75 per cent of the 
Sunday school pupils above the Primary age may be induced 
to remain for the Sunday morning sermon if the matter is ap- 
proached in an intelligent and vigorous way. 


The pastor should lead in this matter or at least he should 
co-operate fully with the superintendent and teachers in 
bringing it about. There is no doubt that the Sunday school 
may be made to add greatly to the effectiveness of the preach- 
ing of the pastor. 

( 1 ) The Sunday school may he made to add large num- 
bers to the preaching service. 

In many churches the Sunday school congregation is found 
to be larger than the congregation at the eleven o'clock preach- 
ing service. This should not be, need not be, and will not be 
if the pastor and the superintendent make up their minds that 
it shall not be. The Sunday school pupils should constitute a 
large part of the pastor's Sunday morning congregation. In 
churches where the pupils attend the preaching service, the 
pastor usually preaches to a house filled to overflowing and no 
preacher, who preaches to the majority of his Sunday school 
Sunday after Sunday, will ever be in want of hearers. 

(2) The Sunday school offers an opportunity for the pastor 
to preach to the lost. 

(a) An observation and two questions. 

The average Sunday morning congregation is made up of 
church members. A set formal service is the usual order. A 
lengthy musical program precedes the sermon of the morning. 
Many churches like this sort of a thing. Many preachers like 
it, or at least they quietly acquiesce, seemingly thinking that 
there is nothing else to be done. For this reason, no doubt, 
the evangelistic note and appeal are silent in the average Sun- 
day morning sermon. Two questions arise here. First, Is 
this kind of service best for the promotion and ongoing 
of the Kingdom? Second, What would be its practical value 
to lost people should they attend? 

(b) The logical time for an evangelistic message. 

Should the pastor and church desire it, the Sunday morning 
service may be made to yield a great harvest of souls regularly. 
This may be accomplished by bringing into the preaching ser- 
vice the Sunday school pupils who are not Christians, thus 


furnishing the pastor a real evangehstic opportunity. Logically 
the Sunday morning preaching service is the time and occasion 
for the pastor to win the lost to Christ. The surroundings and 
atmosphere are certainly most favorable for timid boys and 
girls and young men and women to yield to the pastor's in- 
vitation to accept Christ at the close of the sermon. The pupils 
come fresh from the classes where they have been taught by 
godly teachers. They sit together in the preaching service in 
classes and departments with their teachers. The appeal of 
the pastor can easily be re-enforced by a sympathetic glance, 
an earnest word or gentle pressure on the hand on the part of 
a praying teacher or an anxious saved fellow pupil. 

(3) The Sunday school offers an opportunity for the pastor 
to preach to the young church members. 

The young church members almost without exception at- 
tend the Sunday school. Most of them come out of the 
Sunday school into the church and they have not yet broken 
the Sunday school attendance habit. Now is the time to tie 
them on to the church through the preaching service. They 
need to be made to realize that the preaching service is for 
them as well as for their fathers and mothers, that it is an es- 
sential in their spiritual up-building. 

Furthermore, the young church members in the Sunday morn- 
ing congregation present to the pastor a wonderful opportunity 
to impress upon their hearts the call of God to special service. 
For the purpose of calling out for special service and bringing 
to a decision those whom God has called, there is no oppor- 
tunity comparable to that offered the pastor in his own church 
with his own young people at the Sunday morning preaching 

8. He Should Recognize the Missionary Instruction Oppor- 

In the Sunday school the foundation may be laid for mis- 
sionary instruction and training in the early years of the pupils* 
lives. Here we begin with the Beginners and every year until 
they enter the Young People's department, at seventeen years 
of age, there is special missionary instruction provided in the 


Graded Lessons, consisting of entire lessons on missions. Also 
memory verses on missions, missionary songs, and many illus- 
trations from the lives and deeds of missionaries are used in 
teaching missions in the Sunday school. In fact, these lessons 
contain a veritable storehouse of missionary information and 

Likewise, the Uniform Lessons provide a number of lessons 
on missions for each grade each year. Then, in addition to 
the material contained in the lessons, there is the provision of 
a Sunday School Calendar of Denominational Activities with 
its periodic emphasis on all phases of missionary activity. 

Attractive program material is prepared and sent free on 
request. These programs are adapted for use in all our Sunday 
schools and may be made most interesting to both young and 
old alike. A place in each program is also made for a Sunday 
school offering to missions, thus teaching by example as well as 
precept. Certainly the wise pastor will gladly take advantage 
of these aids in teaching his people missions in and through the 
Sunday schools. 

9. He Should Recognize the Enlistment Opportunity. 

Every Christian needs to be busy. He needs a task com- 
mensurate with his taste, time, talents and skill, and then he 
needs to be trained for that place and put to work. The para- 
mount question is. Where and how may this be done? 

In the modern well-organized Sunday school there is a place 
for every member of the church to work. There is a definite 
task for each one to perform. With the help of the superin- 
tendent the pastor should locate these places of service, dis- 
cover those who are best suited to fill them, and adjust each 
one to his particular task — no one should be neglected. 

By way of recapitulation, let us see some of the many ways 
the modern Sunday school offers simple, practical ways and 
means by which a pastor may keep all of his people busy all 
the time at worth-while tasks. 

( 1 ) Teaching the Bible. 

(2) Reaching the people. 

(3) Winning the lost to Christ. 


(4) Training workers. 

(5) Keeping records. 

(6) Maintaining an orchestra. 

(7) Providing social pleasures. 

(8) Social service and relief work. 

( 1 ) Teaching the Bible. 

The Sunday school furnishes the place, the plan, the time 
and the opportunity for the pastor to enlist large numbers of 
men and women to assist him in teaching the Bible to great 
numbers of people. 

(2) Reaching the people. 

The opportunity is afforded in the Sunday school for every 
member of the church to keep busy every moment he can 
possibly spare, going into the homes of the people, visiting 
absent pupils and seeking new pupils for the Sunday school. 

(3) Winning the lost to Christ. 

Through the Sunday school all the lost people in the com- 
munity may be located, and in the Sunday school every saved 
pupil, officer, and teacher may find a most fruitful field for real, 
intensive, dead-in-earnest work as a soul-winner. 

(4) Training workers. 

Not only will the pastor have an opportunity to train his 
officers and teachers himself, but the Sunday school will 
afford him an opportunity to enlist a large number of his people 
to assist him in teaching classes in the Normal Sunday School 
Course, methods of Bible study, methods of teaching, methods 
of organization in all departments, and methods of Sunday 
school administration. 

(5) Keeping records. 

If the records in the Sunday school are properly kept, not 
only will they furnish the pastor with information as to what 
is going on in the Sunday school, but they will also provide 
employment for a large number of secretaries, thus utilizing 
the talents and skill of a large number of people in this par- 
ticular phase of service. In a Sunday school with an attendance 


of 300 to 500 the number of general and department secretar- 
ies and their associates would be ten or twelve, with at least 
twice that number of class secretaries. 

(6) Maintaining an orchestra. 

A fine orchestra is possible in practically any Sunday school. 
This is a means of utilizing the musical talents of all the 
musically inclined young people, and at the same time of making 
the Sunday school services most attractive and charming. 

(7) Providing social pleasures. 

This delightful form of Christian service may find its best 
opportunity for useful expression in the Sunday school. 

(a.) In utilizing as social leaders those having the neces- 
sary qualifications. 

The general direction of the social life of the Sunday 
school should be assigned to a good man or woman especially 
gifted for this work. Then in each department one particu- 
lar person should be charged with the task of making 
the department as attractive as possible, socially. This per- 
son may be the superintendent, the associate superintendent, 
or one of the teachers. Also, in each class above the Junior 
department the social life of the class should be assigned 
to a certain member of the class. Thus we see the large 
number of men and women necessary to take care of the social 
life of the Sunday school properly. 

(b.) In providing a congenial place socially for every mem- 
ber of the church and Sunday school. 

Wholesome play is almost as necessary for the all-around 
development of the Christian as hard work. It is really a 
form of Christian service. It is necessary for the Christian's 
highest development and usefulness. As "all work and no 
play makes Jack a dull boy," just so does it unfit the Chris- 
tian for proper participation in many of the privileges and op- 
portunities for doing good that otherwise he would be able 
to utilize. 

The plans for the social life of the Sunday school should be 
so directed as to provide attractions for every member of the 


church and Sunday school, and all should be urged to attend 
and participate. 

This is much desired and may be attained by the pastor's co- 
operating with the superintendent in planning for the social side 
of the life of the Sunday school. 

(8) Social service and relief work. 

The thorough knowledge of the constituency of the local 
church, made possible by the activities of the departmentized 
Sunday school, offers unparalleled opportunity for an exer- 
cise of Christian fellowship and love. Wisely directed energy 
given to the relief, in the name of Jesus, of all who are in dis- 
tress of any kind will contribute greatly to the spiritual power 
of individuals and of the church. 



The purpose of this chapter is to deal with the Sunday 
school superintendent's position or place in the Sunday school 
and not with the superintendent personally or his duties, ex- 
cept indirectly. These important themes will be left for 
consideration later. 

The office of Sunday school superintendent is a church 
office; therefore, the superintendent is a church officer. Being 
a church officer, he should be elected by the church and placed 
in charge of the Sunday school and held responsible for the 
manner in which he conducts the affairs of the school. 

Before undertaking his work the superintendent should have 
a well-defined conception of what is involved in his position. 
The aim in this discussion is to define, in a general way, the 
superintendent's place in the Sunday school and help him to a 
proper appreciation of the heavy obligation under which he 
is placed when elected superintendent of the Sunday school. 

The superintendent's place in the Sunday school can be set 
out very clearly in the following outline: 

I. A Place of Great Responsibility. 
II. A Place of Corresponding Authority. 

III. A Place of Wonderful Opportunity. 

IV. A Place of Certain Rewards. 

An earnest study of these four aspects of the subject would 
cause churches to be more prayerful and careful in choosing 
men to lead the people in the study of the Bible in the Sunday 
schools. It would also cause the officers and teachers of Sun- 



day schools to respond more readily to the leadership of the 
superintendents and co-operate more whole-heartedly with them 
in their plans and efforts to build up and improve the schools. 

Likewise, it would cause men who have been elected to the 
high office of Sunday school superintendent to brush aside all 
unworthy ambitions and aims which might intrude themselves 
and accept the position only after finding out the will of God. 
It should also cause them to prepare themselves thoroughly for 
their duties and to attend to these duties with a high sense of 
their importance and in the fear of God. 

Let us take up each of these facts and study them. 


The office of Sunday school superintendent is a sacred 
trust in which heavy obligations and responsibilities are in- 
volved. Every church should realize this when selecting the 
man into whose hands the direction of the affairs of the Sun- 
day school are to be committed. Likewise, everj'^ man who is 
elected to this position by his church should so regard it. Cer- 
tainly no man should be elected to this office with the view of 
honoring him or because he has outstanding social, business 
or financial prestige. And no man should accept the superin- 
tendency of the Sunday school without first earnestly seek- 
ing divine guidance ; second, without committing himself wholly, 
with all that he is and has, to the task; and third, with- 
out resolving that he will make the Sunday school his 
consideration, and not allow other things, no matter how im- 
portant, such as business, social obligations, lodges, love of 
ease and comfort to cool his ardor and slow him up in the 
prosecution of his duties as superintendent of the Sunday school. 

This leads us to say that the success or failure of the 
Sunday school rests wholly and entirely in his hands. If the 
Sunday school is a failure, it is because the superintendent al- 
lows it; if the Sunday school is a success, it is because he 
makes it so. 

We understand very well the place and the value of the 
pastor in the Sunday school, also the need and worth of a 
trained corps of officers and teachers. However, no matter 


how skilled the pastor or how efficient the other officers and 
teachers, they cannot build and maintain an efficient, powerful, 
soul-winning Sunday school with an incompetent superintendent 
in charge. The place of the Sunday school superintendent is 
one of heavy responsibility and every man who accepts such 
a position should so understand it. 


The responsibility involved in the office of Sunday school 
superintendent rightly carries with it a certain amount of au- 
thority. In the very nature of the case this must be so, other- 
wise the superintendent could not be held responsible for the 
success of the Sunday school. The superintendent's work is all 
on a co-operative basis ; therefore, he is not, must not and 
cannot be a dictator or a boss. His authority is the authority 
which belongs to and accompanies successful leadership. He 
commands by valorous deeds and not by words. He has a 
right, on account of his position, to ask people to do things, 
but his requests must always be with "words of grace sea- 
soned with salt," backed up by "deeds which speak louder than 

His work is all co-operative and he must have a high con- 
ception of the sacred relation existing between himself and 
his co-v/orkers. 

1 . His Relation to His Pastor. 

He should never mature plans and aimounce policies with- 
out first consulting his pastor and securing his advice, and 
he should make no important moves without being in perfect 
harmony and agreement with his pastor. The two are yoke- 
fellows in building and maintaining the Sunday school, and 
the superintendent should recognize in the pastor his chief ad- 
viser, his best friend, his spiritual leader; he should confide in 
him, love him, and support him. 

2. His Attitude or Relation to the Other Officers and 

The superintendent at all times should manifest the greatest 
consideration for the other officers and teachers. He should 


consult with them about his plans for the school and seek in 
every way to keep them informed. He should seek their views 
and utilize their thinking, ever having in mind that they have 
rights and are vitally interested in the success of the Sunday 
school. It is not just to the other officers and teachers for 
the superintendent to interfere with their duties and affairs. 
He should be so sympathetic with them in their work and so 
fair in all his dealings with them that they will seek his counsel 
and help, and at all times respect his authority as superintendent 
of the Sunday school. 

3. His Relation to the School. 

The fact that he has been chosen by the church and put in 
charge of the Sunday school elevates him to a place of sacred 
authority, which he may maintain by exercising the right atti- 
tude at all times toward the school. How important it is that 
he should keep himself well in hand! At no time and under 
no circumstances whatever has he the right to display impa- 
tience, dissatisfaction, or a bad temper, and give the Sunday 
school a "call down" because he does not always get the 
response from the school that he desires. His position does 
not warrant this and his authority suffers every time it is done. 

The superintendent should not speak of the Sunday school 
as "my school" but as "our school." He should not say to 
the school, "I want you to do this, that, or the other thing," 
but, "Let us do this, that, or the other thing." 

The Sunday school will recognize and respect the authority 
of the superintendent and respond to his leadership usually in 
proportion to the ability and spirit displayed by the superin- 
tendent in his direction of the Sunday school. 


Next to the pastor the Sunday school superintendent per- 
haps has the greatest opportunity to help and bless the lives 
of other people. 

1 . Multitudes of People Need the Sunday School. 

There are so many people on the outside of the Sunday 
school who need the blessings afforded by the Sunday school. 


They have little concern about their souls; they do not study 
the Bible; they do not know Christ; they rarely, and many of 
them never, enter the doors of a church. The business of the 
superintendent is to lead the forces out into the cities, towns, 
and country communities and bring every such man, woman, 
and child into the Sunday school to study the Bible. 

2. Multitudes of People Need to be Won to Christ. 

The Sunday schools are filled with boys and girls and 
young people who are strangers to Christ. Their supreme need 
is Christ. He can save them. He wants to save them. He 
stands waiting for them to be brought to him that he may save 

The Sunday school officers and teachers constitute a 
mighty soul-winning force, compared to which there is none 
like it. Here in the Sunday school is a field white for the 
harvest, and here also are laborers ready and able to gather 
the harvest. Wonderful, glorious opportunities are hereby 
presented day by day to the superintendent in co-operation 
with the pastor, to lead this force of laborers out into the fields 
to gather the harvest. 

3. Multitudes of Idle Church Members Need Work- 
There is a place in every Sunday school for every member 

of the church to work. The opportunities offered for service 
in the Sunday school are incomparable. An army of men 
and women and young people is needed to work in the 
Sunday school. Many officers, teachers, class officers, Cradle 
Roll and Extension department visitors are needed in even the 
.smallest Sunday school. 

TTie great majority of Sunday schools do not have half 
enough officers and teachers. But some one will ask. Where 
can so many capable officers and teachers be found? The 
answer is. There is a sufficient number of splendid men and 
women in every church who love the Lord and desire to serve 
him, to do this work. They need to be enlisted and adjusted 
to a position on the Sunday school force of officers and 
teachers and trained for their particular tasks. 


What a chance for the Sunday school superintendent, work- 
ing hand in hand with the pastor, to multiply his own useful- 
ness many times over again! How alert, tireless, prayerful 
and in dead earnest he should be not to allow one of these 
blessed opportunities to slip by unused for helping others into 
larger fields of service for Christ! 


What is said of the office of the deacon is undoubtedly true 
of the office of the superintendent of the Sunday school. I 
am sure there cannot be a doubt that any man who uses the 
office of a Sunday school superintendent well "will purchase 
to himself a good degree and great boldness in the faith which 
is in Christ Jesus" (1 Tim. 3: 13). 

The work of a consecrated, faithful, energetic, capable 
Sunday school superintendent is far-reaching in its effects and 
results. How far no one can tell. He rightly shares in the 
work of every other officer and every teacher in the Sunday 
school. He shares in the work of the Cradle Roll superinten- 
dent, and of every visitor in the Extension department. He 
shares in the work of every teacher in every lesson taught. He 
has a share in the work of bringing every pupil into the Sunday 
school, and in every soul won to Christ through the work of 
the Sunday school. 

The rewards of the Sunday school superintendent will be 
commensurate with the manner in which he has met his respon- 
sibilities, taking advantage of his opportunities, and done his 
work. "Be ye strong therefore, and let not your hands be 
weak: for your work shall be rewarded" (2 Chronicles 15: 



It is not the aim here to set up ideals for superintendents 
which are unattainable or to catalog a long list of impossible 
virtues and insist that Sunday school superintendents shall 
measure up to them. This would be a waste of time and a 
discouragement to men who are trying to make their lives 
tell for the most in places of leadership in the Sunday school. 
Neither is it the purpose to set out in any formal or perfunc- 
tory sense the qualifications of a Sunday school superintendent. 
But instead, to call attention to some spiritual quahfications, and 
essential elements of leadership, which superintendents may 
naturally possess in a greater or lesser degree or which may 
be acquired and carefully cultivated day by day. 

I. Essential spiritual qualifications of the super- 

1 . He Should Be Consecrated to the Work. 

No man should accept the call to become superintendent of 
a Sunday school unless he has a definite impression that God 
is in the call, that it is the voice of God as well as the voice 
of his church that calls him to the task. It is a worthy ambi- 
tion for a man to have a desire for a place of great opportunity 
for service, but he should be sure that such ambition is a holy 
one. He should examine himself carefully to see that he is 
not actuated by any selfish purpose or unrighteous motive, but 
by a high and holy desire to serve God and his fellow man. 
This point being thoroughly settled before accepting the position 
of Sunday school superintendent, he should make up his mind 



that he will consecrate himself wholly to the work of the Sun- 
day school with a high sense of all that is involved in the 

(1) His talents. 

His motto should be, in the words of the Apostle Paul, 
"This one thing I do." Superintendents do not fail to make 
a success of their work because of lack of ability; even a 
one-talented man can make a success of a Sunday school if 
he will give that talent wholly to his work. The superin- 
tendent should maintain a fine balance between his business 
and social pleasures and the Sunday school. He should not 
allow anything, no matter how good within itself, to claim the 
time he should devote to the Sunday school. Legitimate busi- 
ness and family duties should receive his attention, to be sure, 
but he should also plan definitely to give the best that is in him 
to the Sunday school. 

(2) His time. 

This is the rub — the time question. And let it be said here 
and now, no man with one talent, five talents, or even ten, will 
ever make a success of a Sunday school until he makes up his 
mind that he is going to devote a very definite and liberal 
amount of his time to the Sunday school. It takes time to 
direct a Sunday school. It takes much time — time for prayer, 
time for study, time for planning, time for work, time during 
the day, time at night, time during the week, time on Sunday, 
time for the teachers' meeting, and time for the workers' coun- 
cil. If possible, a Sunday school superintendent ought to study 
the Sunday school some every day. The Sunday school ought 
to be such a part of him and have such a large place in his 
thinking and planning that it will be easy to give it considera- 
tion at odd times all along the way every day. He will find 
it helpful to set aside a brief period of time each day in which 
to give consideration to the Sunday school. Thirty minutes 
at night just before retiring, or better, thirty minutes or an 
hour early in the morning before other members of the family 
are up, devoted to the consideration of the Sunday school will 
work wonders in the life of any superintendent; it will work 


wonders in any Sunday school, and blessings untold will be the 
lot of a people whose Sunday school superintendent will do 
this. The fact is, a few hours of time devoted to the work of 
the Sunday school during each week is what determines the 
difference between success and failure in the Sunday school. 

(3) His money. 

Every superintendent should be a liberal man. He should 
be a large giver to his church. That is, he should give of his 
means to the support of his church as God prospers him. Any 
man who will consecrate himself to the work of the Sunday 
school by giving his talents, his time, and a proper proportion 
of his means is sure to make a success of the Sunday school. 
God is back of that kind of a man and will not allow him 
to fail. It takes money to run a Sunday school, and the liberal 
superintendent will always be able to secure the necessary 
funds for this purpose no matter whether the amount be large 
or small. 

2. He Should Be a Man of Prayer. 

The Sunday school superintendent, like Nehemiah, should 
be a devout man of prayer. (Nehemiah, Chapter 1.) 

( 1 ) He needs to pray for his officers and teachers. 

(2) He needs to pray for the pupils in the Sunday school. 

(3) He needs to pray for himself. 

It is doubtful if there is a man anywhere, not even the 
pastor, who needs to pray more than the superintendent. His 
is a spiritual task, he deals with organizations and methods for 
the purpose of having God's Word taught to those who are 
lost and for the purpose of building up those who are saved 
into virile, vigorous Christian manhood and womanhood. The 
superintendent deals with every officer in the Sunday school 
hand to hand, and every teacher face to face, and if he 
makes a success of his work he should know every pupil in 
the Sunday school, if possible, by name, no matter if there are 
two thousand of them. He should be able to help every officer, 
teacher, and pupil in the solution of his particular problems; 
in order to do this he will need the wisdom which only comes 
from above. 


The superintendent needs to pray for all his officers and 
teachers daily. He also needs to pray with his teachers for 
their pupils. He should be an example to all in his prayer 
life. Perhaps his greatest need will be to pray for himself — 
he needs wisdom, patience, proper discernment. He needs to 
keep himself well in hand, to govern his temper, to control 
his tongue. He needs to go forward in the face of opposi- 
tion, to smile when his heart is heavy, to maintain his optimism 
in the face of discouragements. He needs more faith. He 
needs to pray. The superintendent must be a praying man. 

3. He Should Have a Compassion for the Lost. 

To fully justify its existence, every Sunday school should 
meet the soul-winning test. That is, the Sunday school should 
be so organized and conducted that the soul-winning spirit 
shall dominate the life of the school so thoroughly that the 
lost people in the Sunday school will be led to an acceptance 
of Christ as Saviour, will be baptized, and will unite with the 

The soul-winning spirit and work in the Sunday school can- 
not be maintained unless the superintendent has a deep long- 
ing in his soul for lost people. He should have the burden of 
the lost on his heart constantly. There should not be a time 
when he does not know how many lost people there are in 
each department and class in the Sunday school and who they 
are. He should be in sympathetic touch with the teachers of 
these lost pupils, conferring with them, praying with them and 
encouraging them in their task to win their lost pupils to Christ. 

With this kind of a superintendent the pastor will find it 
easy to have a definite soul-winning program in his church 
and will be enabled to take advantage of and utilize the won- 
derful soul-winning opportunity offered in the Sunday school. 

4. He Should Have Sympathy for the Weak and Needy. 
The superintendent of the Sunday school will have all kinds 

and conditions of people to deal with. The Sunday school 
seeks "everybody" for membership. And in every really 
worth-while, God-pleasing Sunday school "both low and high 


and rich and poor meet together." (Psalm 49: 2.) And 
since God is the Maker of them all (Prov. 22: 2), the super- 
intendent must organize and conduct the Sunday school in such 
manner as to bless all. 

The need of the people should constitute their greatest appeal 
to him. He should look low enough to see all their needs 
and high enough to overlook all their faults. The weakest 
and the frailest should be his favorites. He should not ex- 
pect too much of the people, and when they fail to measure 
up to their responsibilities he should not manifest disappoint- 
ment and discouragement. On the other hand, his faith in 
them should be boundless. People develop slowly, often the 
outcome seems to hang in the balance; patience is needed to 
await results. But the outcome is certain and frequently un- 
expected and surprising; sometimes it is even astounding. 

"If we knew when walking thoughtless. 
Through the crowded, dusty way, 
That a pearl of wondrous whiteness 
Close beside our pathway lay; 
We would pause where now we hasten. 
We would stop and look around. 
Lest our careless feet should trample 
Some rare jewel in the ground." 

II. Essential elements of leadership 

The foregoing essential spiritual qualifications, whether nat- 
ural or acquired, may be cultivated until they assume large 
proportions in the life and work of any superintendent. In 
addition to these, there are certain other characteristics or 
elements of leadership which must belong to the superintendent 
if he is to become eminently successful in leading the Sunday 
school forces of his church. If possessed even in the smallest 
degree, these characteristics may also be fostered and cultivated 
until they shall stand out boldly in the life and work of the 
superintendent. Let us take up these characteristics one by one 
and give them careful consideration. 

1 . The Superintendent Musi Be Progressive. 
This characteristic is put first because a Sunday school is 
either progressing — ^moving forward — or it is retrograding — 


moving backward — and such action is always determined by 
the attitude of the superintendent towards progress. 

The superintendent is a leader, not a follower; he must not 
only keep up with but also ahead of the entire Sunday school 
procession. He leads from the front, not from the rear like 
an ear-to-the-ground politician who saw a throng of people 
moving up the street and said to a friend standing by, "I see 
the people moving up the street, I must follow along and see 
what they are going to do, you know I am their leader." The 
superintendent must not be a "standpatter" except where prin- 
ciples are involved. He must be willing and ready to introduce 
new methods into the Sunday school, not satisfied with past 
achievements, and not willing to "let well enough alone." He 
must have perfection as his goal for the Sunday school. Every 
new Monday morning should find him determined to have a 
better Sunday school the following Sunday than ever before. 
He must be open-minded, willing to receive help from any 
and all sources. He must also be open-eyed, knowing that 
vigilance is the price of Sunday school progress and success. 

2. The Superintendent Must Be Aggressive. 

The superintendent must be a man of action. He should 
not only be willing to try new methods, but he must actually try 
them. He cannot be satisfied with past successes, but must 
vigorously undertake new and greater achievements. The 
superintendent must be a doer. There is no place where a 
positive personality counts for more than as superintendent of 
the Sunday school. Truly, it is vigorous deeds, and not talk, 
that build and maintain great Sunday schools. A shifting, 
hesitating, dilly-dallying policy is always fatal to Sunday 
school success. 

Teachers resign, classes are merged, pupils drop out 
and are lost to the Sunday school; classes are allowed to get 
too large and new classes need to be formed; the officers and 
teachers need training; frequent conferences of the officers and 
teachers are needed; a weekly teachers* meeting for study, 
prayer, and counsel should be maintained; equipment is needed 
by the different departments and classes, but the superintend- 


ent halts, hesitates, and defers action on one pretext or 
another. The Sunday school is allowed to drift along in an 
aimless fashion, and the officers, teachers, and pupils become 
discouraged because there is wanting an aggressive, vigorous 
policy on the part of the superintendent. 

The superintendent's watchword should be "Do it now. ' 
He should not wait to see what is going to "happen." If 
anything should happen, it would be the wrong thing. There 
is not a doubt that aggressiveness on the part of Sunday 
school superintendent is one of the greatest needs in Sunday 
school today. 

3. The Superintendent Must Be Enthusiastic. 

Enthusiasm is the greatest business asset in the world, and 
is equally valuable as a Sunday school asset. Enthusiasm is 
contagious; it is commanding; it has an indefinable influence. 
Enthusiasm is faith in action; it is a combination of faith 
and initiative, and, when these are rightly combined, they re- 
move mountainous barriers and achieve the unheard-of and 

An enthusiastic man is always convincing and dominating, 
and people will follow him gladly and without questioning. 
Like many other good qualities, enthusiasm may be acquired; 
and, with the proper nurture and cultivation, it may be kept at 
high tide. 

Three things are mentioned here as necessary in arousing 
and maintaining enthusiasm: First, a broad vision; second, 
adequate information; and third, skill, or the ability to do a 
thing well. 

( 1 ) A broad vision. 

Achievement is always in proportion to vision. A superin- 
tendent with a small, narrow vision will have a small Sunday 
school; it is impossible for him to have any other kind. The 
Sunday school cannot be any larger or better than he sees it. 
A great church was facing the question of electing a Sunday 
school superintendent; the names of two men had been men- 
tioned as eligibles. Both were interviewed by the pastor as 
to their views about the Sunday school. One said he thought 


the Sunday school should have as many as 300 in its member- 
ship; the other was of the opinion that the Sunday school could 
and should have not less than 700 members. The church 
wisely elected the man with the larger vision. The school soon 
had an attendance of over 1 ,000, In the meantime, the vision 
of the superintendent had been greatly enlarged and the aim 
of the school was increased to 2000 members. Immediately 
the entire Sunday school — ofhcers, teachers, and pupils — re- 
sponded to the call of the superintendent and with great en- 
thusiasm set itself to the task of reaching the goal. 

None but a broad-visioned, enthusiastic superintendent can 
successfully lead in building and maintaining a great out-reach- 
ing, Bible-teaching, soul-saving, blessing-bearing, joy-bringing 
Sunday school. 

(2) Adequate information. 

The superintendent must be a well-infonned man. Next 
to a large vision there is nothing that will arouse enthusiasm 
like knowledge. It is both unreasonable and absurd to expect 
one to be enthusiastic about a thing of v/hich he is ignorant. 

If the superintendent would maintain a fine state of en- 
thusiasm in his work and if he would be able to impart this 
spirit of enthusiasm to the Sunday school, he must study his 
work constantly. He must know the work; he must know 
how to do the work; he must know the workers, and he must 
know how to get them to do their work. 

Thousands of Sunday schools are dragging along at a dying 
pace because superintendents do not keep informed. They do 
not know the work; they do not study. There is a spirit of 
discontent in the Sunday school; the people are unhappy and 
there is no joy in the v/ork anywhere. This sort of a situation 
can be changed almost instantly by the superintendent. Let 
him open his eyes and behold the wonderful opportunities for 
service that are his. Let him make a serious study of his work. 
Let him put on an intelligent, aggressive program for a larger 
and better Sunday school, and he will be surprised at the 
wonderful transformation which will take place immediately 
in the Sunday school. 


A full discussion dealing with what the superintendent should 
study will be taken up in the next chapter, *'The Superinten- 
dent's Preparation." 

There is one other thing that aids in arousing and keeping 
alive in the superintendent a fine spirit of enthusiasm. It fol- 
lows or grows out of knowledge and is always preceded by 
knowledge. Let us see what it is and how it helps the super- 
intendent in maintaining enthusiasm. 

(3) Skill 

As has just been said, skill is always preceded by knowl- 
edge. Knowing and doing is the logical order. Skill has 
many definitions and many shades of meaning according to 
Webster. Note a few of them: "The application of the art 
or science to practical purposes ; the power to discern and exe- 
cute; the ability to perceive and perform; denoting familiar 
knowledge united to readiness of performance, and so forth. 
Skill is interesting, skill is electrifying, skill is sensational, skill 
is attractive. 

A skilful person is always an enthusiast, no matter what his 
accomplishment may be. Likewise, a skilful person is always 
able to arouse the enthusiasm of other people in the thing that 
he is doing. On the other hand, a bungler is rarely ever en- 
thusiastic about the thing he is trying to do. Certainly his 
perfonnances are neither interesting nor attractive, and they 
utterly fail to arouse enthusiasm in other people. 

The Sunday school superintendent who knows his work and 
performs his tasks with ability and skill is not only enthusiastic 
himself, but such a superintendent will have a Sunday school 
full of happy, joyous, enthusiastic people. 

4. The Superintendent Should Be Persistent. 

He should persevere in the face of indifference and oppo- 
sition. He must have staying qualities. He must not think 
of quitting when people seem not to appreciate the sacrificial 
service he is trying to render, or resign when people do not 
agree with his policies or fail to see things as he sees them. 

He should not be easily discouraged; but when times of 
discouragement do come, he should not allow others to know it. 


He should realize that every exhibition of impatience or dis- 
couragement will imperil his leadership and retard the progress 
of the Sunday school. 

He should be absolutely impervious to criticism. His faith 
in God, his love for people and his faith in them, and an abid- 
ing conviction that he is doing the will of God should keep 
him strong-hearted and resolute at all times. 

"Therefore, my beloved brethren, be ye stedfast, unmov- 
able, always abounding in the work of the Lord, forasmuch as 
ye know that your labour is not in vain in the Lord." (2 Cor. 



I. The importance of preparation 

Consecration to the task, willingness to do the work and 
a certain amount of natural ability on the part of the superin- 
tendent are essential in building and maintaining a great Sun- 
day school; however, these fine essentials will count for little 
unless the superintendent prepares himself in a very thorough 
and definite manner to do his work. Consecration, willingness 
and natural ability are necessary and count for much, but 
they do not in any way take the place of study and prepara- 

A man must study if he would succeed anywhere at any- 
thing. This is true no matter what ability a man may possess, 
or what his business or profession may be. A man cannot 
naturally direct a Sunday school any more than he can nat- 
urally run a bank, a railroad, a college, a farm or an airplane. 
All these require careful and painstaking study. The same 
applies to the Sunday school. 

Another word is necessary in this connection. Simply be- 
cause a man has made a marked success of his chosen profes- 
sion or business is not of itself a guarantee that he will make 
a success of the Sunday school. He may be a successful 
banker and utterly fail as a Sunday school superintendent, or 
he may be a successful school teacher and at the same time 
a dismal failure and disappointment as a Sunday school super- 
intendent. The same is true concerning every other business 
and profession. On the other hand, men from all the ranks 
of business, trades, and professions have made marked successes 



as Sunday school superintendents, but without exception they 
have been men who have definitely and thoroughly prepared 
themselves for the Sunday school work. 

Let us consider some of the things a superintendent should 
study in preparing himself for this work. 

II. What the superintendent should study 

Sunday school superintendents are universally busy men. 
They are either engaged in business for themselves or for 
others. In either event their business makes a severe draft 
upon their time and energies. Therefore, the time at their 
disposal which may be devoted to the Sunday school is neces- 
sarily limited, and should be wisely conserved and judiciously 
utilized. To this end the superintendent should set apart a 
definite portion of time each day for the purpose of studying 
the Sunday school and Sunday school work. 

In view of the fact that the superintendent has a limited time 
to devote to the Sunday school, it follows essentially that he 
should be a man of few books and subjects, but these should be 
thoroughly mastered. He will find this to be far more effective 
than to have a superficial knowledge of a large number of 
books and subjects. 

The natural question, the question of paramount importance, 
arises. What should the superintendent study in order to make 
his time and talents count for most in building and maintaining 
the very best Sunday school possible? 

1 . The Superintendent Should Study the Bible. 

The Bible naturally should find the first place in the superin- 
tendent's preparation. This is necessary for two reasons : first, 
his personal spiritual needs require that he should be a constant 
student of the Bible; second, as the textbook of the Sunday 
school the Bible should find first place in the study of the 

( 1 ) For his personal needs. 

Every child of God needs to study the Bible. What a 
commonplace statement I Yet how fraught with deepest signifi- 


cancel At this point the great majority of God's children 
fail. Their lives are powerless, pointless and joyless for lack 
of the food for the soul, God's Word. The personal need of 
the superintendent for contact with the Father through his 
Word must be met, if he would live above the world, enjoy 
new experiences of grace day by day, and lead the Sunday 
school forces to victory. 

The superintendent must be a constant student of the Bible, 
not a Bible scholar maybe — there is a vast difference between 
the two — but he must spend much time with the Bible because 
he believes it, loves it, and desires that his life shall be richer, 
deeper, and fashioned according to the pattern God gives in 
his Holy Word for each one of his children. Another thing, 
as the superintendent realizes the effect of the Bible upon his 
own life and discovers its value to him personally, he will be 
led to a proper appreciation of the value of Bible study to the 
lives of other people. 

(2) As the textbook of the Sunday school. 

It would seem that no conscientious superintendent would 
be willing to be ignorant of the textbook of the school over 
which he presides. He should be familiar with Bible geogra- 
phy, Bible history, Bible facts, Bible doctrines and be able 
to readily discern spiritual truths. This knowledge is essen- 
tial in his preparation. 

The superintendent should have an appreciation of what 
good Bible teaching is. Although he may not be an expert 
teacher himself, he should be a good judge of teaching and be 
able to get the best teaching possible from his teachers. Super- 
intendents can learn enough of what they need to know of 
the Bible and about the Bible to prepare them for their posi- 

There is just one reason why people do not know more 
about the Bible; they do not study it; they do not take ad- 
vantage of the many simple, practical plans afforded for study- 
ing it. The plans for Bible study offered the superintendent 
in connection with the Sunday school are ample, and if he 
would avail himself of what is here offered, he would soon de- 
velop into a remarkably intelligent and wonderfully useful 


man. Let us note some of the opportunities afforded the 
superintendent for Bible study in the Sunday school. 

(a.) The Uniform Sunday School Lessons. 

Tliis plan contemplates going through the Bible in a thorough 
and comprehensive way every five to eight years. It presents a 
fine plan of Bible study for busy superintendents and will great- 
ly enrich the life of any superintendent who will make a careful 
study of these lessons. 

(b.) The Graded Lessons. 

The Graded Lesson Course covers a period of fourteen 
years in the pupil's life, furnishing a definite set of lessons for 
each year. These lessons are taught in the Sunday school and 
the superintendent should thoroughly acquaint himself with 
them as well as with every other provision made for Bible 
study in the Sunday school. 

(c.) The Training Course. 

The following books in the Training Course for Sunday 
school workers deal with the Bible and are indispensable in the 
preparation of the superintendent: 

Group L The Bible 

1 . Introductory. 

Outlines of Bible History, by P. E. Burroughs 
The Book We Teach, by J. B. Weatherspoon 

2. Historical. 

Old Testament Studies, by P. E. Burroughs 
New Testament Studies, by W. E. Denham 

3. Biographical. 

From Adam to Moses, by H. W. Tribble 
From Joshua to David, by John L. Hill 
From Solomon to Malachi, by Kyle M. Yates 
From Bethlehem to Olivet, by Hight C Moore 
From Pentecost to Patmos, by Hight C Moore 

4. Expository. 

Studies in Romans, by B. H. Carroll 
Studies in Ephesians, by E. Y. Mullins 
Studies in Colossians, by E. Y. Mullins 

Any superintendent who will avail himself of the above 
opportunities offered in the Sunday school for Bible study 


will be well equipped in Bible knowledge and able to lead 
the Sunday school in teaching the Bible, winning the lost to 
Christ, and developing those who have been saved. 

2. The Superiniendent Should Study Methods. 

As the administrative officer of the Sunday school, the 
superintendent will need to know every phase of Sunday school 
administration if he is to be able to exercise intelligent leader- 
ship of the Sunday school forces. He should be a constant 
student of all kinds of Sunday school methods: methods of 
organization, methods of building the Sunday school, methods 
of teaching, methods of training the workers, methods of con- 
ducting the teachers' meeting and workers' conference, methods 
of Sunday school evangelism, and methods of conducting the 
sessions of the school. 

Likewise, he should be familiar with the duties of all the 
officers and teachers if he would be able intelligently to lead 
them and inspire them to do their best work. 

( 1 ) He should know the duties of the general officers. 

He should know the duties of the associate superintendents, 
he should be familiar with the record system of the school, 
he should know if the records are correctly kept, and be able 
to render valuable assistance to the secretaries when needed. 
He should know the work of the treasurer, and leaders of 
music, and be able to make suggestions and co-operate with 
thern in securing desired results. He should, therefore, make 
a thorough study of the work of each one of these officers and 
prepare himself to render intelligent assistance when needed. 

The following books and periodicals are recommended, in 
addition to this text, for his use in this connection: 

Building a Standard Sunday School 

The Sunday School Builder 

The Sunday School Secretary and the Six Point Record 

The Church Library 


(2) He should I^now the duties of the department officers. 

The superintendent should ever bear in mind that he is 
superintendent of the entire Sunday school and that all the 
departments have equal claims upon him. He should, therefore, 
be perfectly familiar with the work of each department from the 
Cradle Roll to the Extension department in order to be able to 
advise, encourage, and co-operate with the department officers. 
To be able to do this the superintendent should keep in close 
touch at all times with everything worth while that is going on 
in the Sunday school world that will affect any department 
of the Sunday school. He should be a constant student of 
Sunday school methods touching every department and phase 
of the modern department Sunday school. He will find the 
department textbooks in the Training Course for Sunday 
School Workers of inestimable value in this field; also, the 
periodicals published by the Board covering these fields, name- 
ly: The Sunday School Young People's and Adult magazine. 
The Intermediate Counsellor, and the Elementary Messenger. 

(3) He should know the duties of Bible class officers. 

The Bible Class has come to occupy a large place in the 
modern Sunday school. In his preparation the superintendent 
should make a constant study of the duties of the class officers 
and the best methods of class building. This is essential if his 
advice is to be of value to the officers in their plans for the 

(4) He should know the duties of the teachers. 

As has been previously suggested, the superintendent should 
know what good teaching is and how to secure it. He should 
also know the duties of the teachers in addition to their teach- 
ing work; their place and work in class building, soul-winning, 
and the like. He should be able to put himself in the place 
of the teachers if he would be able to render intelligent and 
sympathetic help when they most need it. In addition to those 
already mentioned, the following books will prove valuable to 
him in preparing himself in this connection : 


The School in Which We Teach, by G. S. Dobbins 
Looking at Learning, by J. L. Corzine 
5o777e Learning Processes, by Leavell and Hill 
When Do Teachers Teach, by Doak S. Campbell 
Personal Factors in Character Building, by J. M. Price 

(5) He should know the plans and methods of the Vacation 
Bible School. 

Certainly there is no space here to discuss this vastly im- 
portant field of Bible instruction. Suffice it to say that as a 
Bible teaching opportunity, the Vacation Bible School bears a 
distinct and definite relationship to the Sunday school. The 
superintendent, therefore, would find it necessary in his prepara- 
tion, to pay particular attention to this phase of the work. Reg- 
ularly in the Sunday School Builder will he find presentations 
of this work, but fundamentally he should study The Vacation 
Bible School Guide which text is a part of the Training Course 
for Sunday School Workers. 

3. The Superintendent Should Study Sunday School 

First-class equipment is an absolute necessity if first-class 
work is to be done in the Sunday school. In the last analysis 
the type of the Sunday school, both as to organization and 
quality of work done by officers and teachers, will be largely 
governed by the kind of building in which the school meets. 

Poorly adapted buildings, poor heating, poor lighting, un- 
comfortable seats, broken-down blackboards, dog-eared song 
books, and other hindrances too numerous to mention are re- 
tarding the progress of thousands of Sunday schools. These 
all would speedily give place to modem, up-to-date equipment 
if superintendents would, as they should, make a close study 
of the subject and insist on the churches' furnishing the best 
of everything that the needs of the Sunday schools demand. 

( 1 ) The building. 

The superintendent should have a general knowledge of 
church architecture. He should be familiar with plans for 
buildings adapted to Sunday school work generally, the kind 


of buildings suited to the different types of Sunday schools, 
and, by all means, he should know the kind of building neces- 
sary to meet the needs of the school of which he is superin- 

He should, therefore, make careful study of books and other 
literature dealing with modern church architecture, and he 
should at times visit other Sunday schools which have suitable 
buildings in which to do their work. 

Suitable books and free literature in this field are available 
upon request to the Architectural Department, Baptist Sunday 
School Board, Nashville, Tennessee. 

(2) Working equipment. 

In preparing himself to conduct the affairs of the Sunday 
school as he should, it will be necessary for the superintendent 
to know every item of material needed and every tool to be 
used by every department and class in the Sunday school. 

His influence and leadership at this point will be of the 
greatest value, and the matter of first-class equipment in every 
department of the Sunday school will largely depend upon his 
knowledge of the kind of equipment needed. The books on 
methods in the Training Course for Sunday School Workers, 
especially the department books, the Advanced Standard of 
Excellence, and the Department and Class Standards, contain 
complete suggestions as to the necessary equipment for use of 
the general officers, class officers, and teachers. Every Sunday 
school superintendent should have constantly at hand one or 
more catalogs of Sunday school supplies. 

4. The Superintendent Should Study Human Nature. 

The question of human adjustment is perhaps the most im- 
portant question confronting the business world today. The 
most successful business man is the one who knows people best 
and how to adjust them in such a way as to realize the most 
from their services. 

A correct principle underlying real education is that of pre- 
paring one for a specific work and at the same time training 
him in the doing of that work. In order to do this, the educator 
must possess an accurate knowledge of his pupil and, with this 


in mind, make a careful study of him in order that he may 
not make any mistakes in adjusting him to his hfe's work. Like- 
wise, Sunday school superintendents must know the people 
whom they are expected to lead in the Sunday school if they 
would be successful in enlisting them for service, training 
them in service, and adjusting them to tasks commensurate with 
their tastes, talents, time, and skill. All other things being 
equal, the superintendent who knows most about human nature 
will make the greatest success of his work. 

There are two sources from which the superintendent will 
be able to learn much about people, and he must assiduously 
apply himself to the task of acquiring knowledge from both 
of these sources if he would be fitted in the highest degree for 
his work. 

(1) People. 

The most fruitful source for gaining knowledge of people is 
through personal study of people themselves. This is first- 
hand information and the most desirable and reliable. 

Jesus knew people. The Scriptures say that he "knew what 
was in man"; therefore, he knew how to deal with people. 
He was unerring in his judgment of them. He knew their 
difficulties, their trials, and their frailties. He also knew their 
worth and their possibilities for good. He associated with them, 
he touched elbows with them on the busy streets during the 
hours of business as well as in the synagogue on the sabbath 
day. He studied people and knew them. 

Likewise, the superintendent should plan to devote as much 
of his time as possible to a study of the people with whom he 
labors. He should be quick to discern motives and able cor- 
rectly to estimate true worth wherever found. Such knowledge 
v/ill form essentially a true basis upon which he will be able 
to enlist them in semce, and adjust each one to a suitable task 
in the Sunday school. Any man who sincerely loves people 
and studies them, being actuated by a desire to render them 
service, will easily find more good than bad in them. He will 
also find much in them to inspire and encourage him in his 
work in their behalf. The question naturally arises. Where and 


when may a busy superintendent find opportunity for doing 
this? The answer is. Every time and place he comes in con- 
tact with people: on the streets, in places of business, in the 
homes, at the Sunday school, the preaching service, the prayer 
meeting, the Training Union, the teachers' meeting, and at 
social gatherings. With a little practice it will soon become 
"second nature" with him and he will find himself inad- 
vertently studying people with reference to fitting them into 
places in the Sunday school. 

(2) Books. 

Perhaps one of the greatest aids to the superintendent m 
his preparation will be a careful study of a few books on psy- 
chology. This general preparation will greatly aid him in 
dealing with people and furnish him a good foundation upon 
which to base his study of their individual needs. The follow- 
ing books are recommended: 

Some Learning Processes, by Leavell and Hill 
Personal Factors in Character Building, by Price 

5. The Superintendent Should he Familiar with the De- 
nominational Program. 

The Sunday school superintendent is really a church officer 
and, as such, he has charge of the church's educational pro- 
gram and will necessarily have to study to keep abreast of 
things that are going on in the denomination. This is an 
important part of his preparation. 

He should study his own denominational state paper, the 
annual "Southern Baptist Handbook," the "Southern Baptist 
Convention Annual," Home and Foreign Fields, and the lit- 
erature as it comes from the press on the Training Union, the 
W.M.U., and the Layman's Missionary Movement. He 
should keep informed concerning the organization and entire 
operation of each one of the general Boards of the denomina- 
tion, and his own State Mission Board. Certainly, he should 
secure the free literature from the Sunday School Board on the 
Calendar of Denominational Activities and thoroughly master 
the idea set forth in this plan for presenting missionary instruc- 
tion through the Sunday school. 




The Sunday school gets its name from the day on which it 
meets, and for this reason it is called Sunday school. However, 
the Sunday school is not operated on Sunday alone, it re- 
quires seven days in which to build and maintain a Sunday 
school. In order to have a satisfactory Sunday school, all the 
planning and preparation must be done during the six days in 
the week preceding Sunday. At this point many superintend- 
ents fall short. They seem to think that somehow they can 
have attractive, effective, growing Sunday schools without put- 
ting any time or work on them except on Sunday morning while 
the school is in session. Not so. It requires seven days in 
which to conduct a Sunday school, and the amount of time and 
work put on the Sunday school during the week will determine 
the kind of session the school will have on Sunday morning. 

This holds good with reference to the attendance, the spirit- 
ual atmosphere, the quality of teaching, and even the order in 
the school. All of these are the results of preparation that has 
been made before Sunday morning. The session of the school 
Sunday morning is the time for gathering the fruits of the 
labors expended by the officers and teachers during the pre- 
ceding six days. This discussion will deal with the work of 
the superintendent during these six days. 

I. The superintendent should keep the school 


In order to do this the existing organization should be kept 
intact and it should also be enlarged from time to time as the 
need arises. 



1. The Organization Should Be Kept Intact. 

The superintendent should keep in closest touch with the 
entire organization at all times. He will be able to do this 
through the records if they are well kept and also by having 
a few minutes conference with all the department superintend- 
ents or the teachers each week. 

If, for any reason whatever, an officer or teacher in any 
department should resign, the superintendent should know it 
at once and see to it that the vacancy is filled immediately. He 
should look ahead and plan for emergencies of this kind. Often 
a teacher resigns and the superintendent will allow the class to 
drift along for weeks without a regular teacher. The pupils 
lose interest and one by one they drop out and, as a result, 
many of them are lost to the Sunday school, while the few re- 
maining ones are merged with another class. The trouble was 
that the superintendent was asleep at his post. He did not, like 
a wise general, have a reserve list of teachers to fill up the 

Certainly there should be a heavy penalty attached for such 
gross neglect of duty. Really such an offense is severe enough 
to call for the superintendent to be court-martialed, backed up 
against a wall, and shot at sunrise. However, this cannot be 
done, but there is a feeling that somehow out yonder in the 
future the superintendent will have to answer for such unfaith- 
fulness to duty. 

The superintendent should be on the alert, and if at any 
time there should be dissatisfaction, real or imaginary, on the 
part of an officer, teacher, or pupil, he should be quick to take 
note of it and ready to provide a remedy, no matter what the 
trouble may be. 

2. The Organization Should Be Enlarged. 

The organization should be enlarged if the Sunday school 
is to make progress. The superintendent should watch 
the classes and not allow them to become too large. This 
refers to every department and every class in the Sunday school. 
Again, well-kept records will disclose to him the growth and 
size of each class each week. To be sure, the superintendent 
will work through the department superintendents in large <!»• 


partmentized schools, but in the event that they are slow in in- 
augurating new classes the superintendent should call attention 
to the need and with the department superintendents have a 
supply of trained teachers ready and waiting to start new 
classes whenever and wherever needed. 

Perhaps a new class for adult men should be organized, 
a mothers' class or a young married women's class, or a 
young business women's class, or another class of young men. 
The superintendent should at all times keep a sharp look- 
out for new teachers for all such classes. He should 
recognize the need for the class, he should provide a teacher 
and assist the teacher in securing a few pupils who would 
serve as a nucleus around which to build the class, and he 
should keep in sympathetic touch with the new class until it is 
well on the way to success. Just here is the real secret of the 
science of Sunday school building. All this will have to be 
planned for and done during the week. It cannot be done 
on Sunday during the session of the school. 

II. The superintendent should build the Sunday 


The superintendent is responsible for the growth and size 
of the Sunday school. This matter of Sunday school building 
is a week-day work. One of the duties of the superintendent 
is to keep the Sunday school organization at work during the 
week, going after new pupils and visiting absentees with a view 
of getting them to return to the Sunday school. 

1 . New Pupils Must Be Reached. 

Interesting programs, good teaching, inspiring music, fine 
fellowship and an atmosphere of worship will draw and hold 
people in the Sunday school; but if people are ever reached in 
large numbers, these worth-while things must be re-enforced by 
the officers and teachers going frequently after people in their 
homes and places of business. 

TTie superintendent should lead the entire Sunday school in 
taking a religious census at least once a year, and more fre- 
quently if necessary. This census should be taken by the 
entire school and not by one or two classes. The superintendent 


should see that the names of prospective pupils, secured in the 
census, are properly graded, tabulated, and put into the hands 
of the officers and teachers. He should further see that a 
vigorous visitation campaign is carried on continually in the 
interest of all the prospective pupils secured in the census. 

2. Absentees Must Be Visited. 

The superintendent should not allov;^ the names of the pupils 
to be erased from the roll simply because they are irregular in 
their attendance. Dropping the names of absentees is not the 
way to build up a Sunday school, but a most effective w^ay of 
retarding the growth of the school. Another thing, dropping 
the names of absent pupils does not help them; on the con- 
trary it cuts the last link that binds them to the Sunday school, 
and forever puts them beyond its reach. It is both reprehensible 
and shameful for teachers to drop from the roll the names of 
pupils who reside in the community. 

The Sunday school roll should be kept alive, and great dili- 
gence should be observed at all times to do this, but erasing 
the names of pupils from the roll simply because they do not 
attend Sunday school regularly is not the correct way to do it. 
In fact, it is the poorest way and, as has already been stated, 
it discredits the Sunday school and in no way can it possibly 
benefit the irregular members. But says some one. Should 
th names of irregular pupils never be dropped from the roll? 
The answer is, Yes, for certain causes pupils' names should be 
erased from the roll. Either one of the following four causes 
would justify such action: 

Death; removal from the community; joining another Sun- 
day school; at the pupil's request after every available means 
has been exerted to get him to return. 

However, evidence in each case should be unmistakable and 
no name should be dropped except with the consent of the 
department superintendent, or the general superintendent if the 
school has no department superintendent, and even then the 
general superintendent should know about each case and the 
cause for dropping the name. It is too serious a business — this 
winning people into the Sunday school to teach them God's 
Word and win them to Christ — to allow their names to be 


dropped at the whim of some class or because of the laziness 
of some teacher. 

Let the teachers make this question a matter of conscience 
and lead their pupils to esteem every opportunity to help the 
irregular members of the class. Let them be visited repeatedly 
and lovingly urged to return to the Sunday school. Let no 
pupil's name be erased from the roll so long as there is the 
slightest chance to get him to return. 

The superintendent should see that the names of absent 
pupils are not cut off the roll, but that they are visited regularly 
each week, and earnestly, lovingly, and persistently urged to 
return to the Sunday school. Unless he does this, the size of the 
absentee list will continually increase, and, in the same propor- 
tion, the size of the Sunday school will decrease. 

3. Monthly Visitation Da^ Should Be Observed. 

The superintendent should inaugurate a monthly visitation 
day in the Sunday school and see that it is regularly observed, 
and under no reasonable circumstances should he allow the 
day to go by default. Monthly Visitation Day provides a 
simple, definite plan of Sunday school visiting. It is not in- 
tended to take the place of the regular visiting which teachers 
and organized classes should observe each week. It does not 
interfere with it; on the contrary it has been proved that a 
Monthly Visitation Day, regularly observed, increases the regu- 
lar weekly visiting and helps in making it effective. Let us 
see what the Monthly Visitation Day really is and what it will 
do. It is an unfailing method of building the Sunday school. 

( 1 ) Purpose. 

The purpose of this visitation is to build up the Sunday 
school by going after new pupils and absentees. 

(2) Plan. 

Once every month on a specified day and hour the officers 
and teachers should give at least one hour to Sunday school 
visiting. Each officer and teacher should visit pupils in his 
particular department and class. 


(3) Time. 

Three o'clock Saturday afternoon following the last Sunday 
in the preceding month has been found to be the best time in 
most city Sunday schools. In country communities, the last 
Sunday afternoon in each month is perhaps the best time. 

(4) Who should visit. 

The general officers, the department officers, the teachers, 
and the pupils above the Primary department should visit. 

(5) Who should he visited. 

Every pupil who was absent the previous Sunday, all the 
people in the community who should belong to the Sunday 
school, and all the sick and needy members of the school and 
congregation should be visited. 

(6) What then? 

If a regular program of visitation as outlined is carried out 
fully by a Sunday school, absentees will return to the Sunday 
school; new pupils will join the Sunday school; the sick and 
needy will rejoice; those who do the visiting will be blessed, 
and the Sunday school will grow. 

Where this genuine, unfailing method of building the Sun- 
day school is persistently pursued, cheap, fictitious, spasmodic 
'*red and blue" contests, cheap jewelry and other clap-trap 
methods will disappear, and as a result, the people generally 
will have respect and admiration for the Sunday school. 

III. The superintendent should maintain a high 


The superintendent is responsible for the quality of teaching 
done by every teacher in every department in the school. This 
responsibility goes with his office, as we have already seen, and 
he cannot evade it if he would. The superintendent may not 
be a skilful teacher himself, but he may, and should be, a 
keen judge of what constitutes a good teacher and good teach- 
ing. If he has to begin with unskilled teachers, it will not be 
his fault, but, if the teachers remain unskilled the blame will 
most assuredly be his. 


In small schools the superintendent comes into direct contact 
and touch with the teachers, and by observing their work closely 
he will be able to draw his conclusions fairly accurately ; but m 
large department schools this responsibility will of necessity be 
shared with the department superintendents, and together they 
should keep up with the quality of work done by all of the 

The Six Point Record System will be of untold value to the 
superintendent in doing this. The teachers' records as well as 
the records of the classes will greatly aid him in keeping in- 
formed concerning the effectiveness of the work of the teachers. 

The weekly teachers' meeting will also furnish the superin- 
tendent a first-hand opportunity of securing knowledge of the 
ability of the different teachers, and enable him to assist them 
in maintaining a high grade of teaching. 

1 . A Training Program Should Be Carried Out. 

The superintendent, in co-operation with the pastor, should 
inaugurate and maintain a definite training policy and program. 
This work will have to be done between Sundays. 

The superintendent should see that a training school of a 
week's duration is held in the church regularly each quarter. 
One or more classes of officers and teachers should be carried 
through one of the books of the Sunday School Workers' 
Training Course. Often there should be two or more simultan- 
eous classes going on, as all the workers wall not desire the 
same book. 

The superintendent should personally encourage every of- 
ficer and teacher to take the work. He should also enlist the 
bright young people and men and women in this training, and 
so prepare new material for his force. He should always have 
on hand a supply of these training books and literature for free 
distribution on every phase of Sunday school work. He should 
encourage the officers and teachers to avail themselves of every 
opportunity to equip themselves for the best service. His motto 
for his officers and teachers should be 2 Timothy 2: 15. 

The following arrangement of a program for a week of 
special effort in training is practical and may be carried out 
in any church. A good, wholesome free lunch should be served 


by the church to all taking the work. In the event that several 
classes are to be conducted simultaneously, neighboring pas- 
tors and Sunday school workers from nearby churches or spe- 
cial Sunday school workers may be secured to assist. 

Suggested Program for Week of Training 

Schedule of Work — ^Monday to Friday 
6:00 Class Work. 

One or more classes meeting simultaneously. 
7:00 Lunch served free to all taking the work. 
7:30 Address by a neighboring pastor, or perhaps a special Sunday 

school worker. 
8:00 Classes as before lunch. 
9:00 Adjournment. 

In addition to special weeks of training such as described 
above, the superintendent should lead in other plans for get- 
ting training work done. Special classes might be held one or 
more afternoons during the week, or one evening each week for 
ten weeks might be used. In some places and at some times 
during the year, all day sessions could be held three or more 
days and the work accomplished in this way. Workers also 
should be urged to study the books individually and in so doing 
get the value from the study and the credit for work done. 

2. A Weekly Teachers' Meeting Should Be Maintained. 

In addition to the general preparation secured by a study 
of books, the teachers also need definite preparation for each 
particular lesson. To meet this specific need the superintendent 
should provide a weekly teachers' meeting. Necessarily this 
meeting must be held some evening during the week, prefer- 
ably Wednesday evening preceding the prayer meeting. In 
many churches this meeting is held on Friday evening. The 
teachers need to come together for fellowship, study, and 
prayer. They need to study together the lesson for the next 
Sunday and how to teach it. Many teachers are inexperienced 
and the help they can get from the teachers' meeting cannot 
be had from any other source. All Sunday school teachers 
need this opportunity for definite preparation. 

A good teachers' meeting, attended by all the teachers for 
the purpose of lesson preparation, will largely solve the ab- 


sent teacher problem on Sunday morning. As a rule teachers 
are not absent from their places in the Sunday school through 
necessity, but because they are not prepared ; and on the slight- 
est pretext they absent themselves on Sunday morning. It is 
a rare thing for a prepared teacher to be absent; likewise, it is 
just as rare for the teacher who regularly attends the weekly 
teachers' meeting to be absent. 

Graded Lessons do not render a teachers' meeting impos- 
sible. To be sure they increase the difficulties, but these are 
not insurmountable and may be mastered by perseverance and 
the use of the proper methods, when correctly understood. A 
teachers' meeting is not a lecture, and indeed the class is not 
taught like any other class may be taught. But rather, the 
teachers' meeting is a demonstration — a kind of "show you 
how" proceeding; more especially is this the case when Graded 
Lessons are used. 

In conducting a weekly teachers' meeting the arrangement of 
the following program is practical and can be closely followed 
to good advantage in the majority of large Sunday schools. 
The lunch, if served at all, should be served without any 
charge whatever to the officers and teachers. 

( 1 ) Program of weekly teachers' meeting. 

6:15 Lunch. 

6:45 Department Meetings. 

Department Conferences, 1 5 minutes. 

Lessons for next Sunday, 30 minutes. 
7:30 General Conference, all officers and teachers coming together 


Reports from Department Conferences. 

General Problems. 

Special Prayer. 
7:45 Regular Prayer Meeting led by the pastor. 

The purpose of the teachers' meeting, as contemplated in 
this discussion, may be outlined as follows: 

(2) Purpose of the weekly teachers' meeting. 
a. Social. 

The opportunity afforded by the thirty minutes' lunch for 
fellowship is helpful and uplifting. 


b. Business. 

(a) The department conferences, led by the department 
superintendent, preceding the lesson period, afford an oppor- 
tunity for the consideration of vital questions concerning the 
work of each department. 

(b) The general conference, directed by the superintendent, 
at the close of the department meetings, gives an opportunity for 
the presentation and discussion of questions affecting the school 
as a whole. 

c. Lesson study. 

(a) Uniform Lessons. "Angle Method." The "Angle 
Method" presents a simple, practical plan to teachers for 
gathering material, planning the lesson and methods of teach- 
ing it. It should close at 7:30 for the general conference and 
mid-week prayer meeting. 

(b) Graded Lessons. Two graded lessons for the follow- 
ing Sunday may be taught in each group for thirty minutes. 
There may be talks on "Lesson Building," "Story-Telling," 
and other such subjects, for ten minutes, closing at 7:30 for 
the general conference and mid-week prayer meeting. 

d. Prayer. 

At the close of the general conference the superintendent 
should call for requests for prayer by teachers and by any in 
the meeting who may have burdens. A season of quiet prayer 
for five or ten minutes for lost pupils and friends and the sick 
and needy in the congregation would be a fitting close to the 
teachers* meeting. Likewise, it would give a fine impulse to 
the mid-week prayer meeting just opening in charge of the 
pastor. For a full discussion of a weekly teachers' meeting 
see Chapter IX, Building a Standard Sunday School. 

The superintendent who maintains a good weekly teachers* 
meeting in his Sunday school will succeed. 

IV. The superintendent should lead in winning 


It is impossible to have a soul-winning Sunday school wnth- 
out a soul-winning superintendent. The superintendent should 


keep the Sunday school at the business of winning the lost to 
Christ continually. A supjerintendent will find here his great- 
est joy and he should set himself to the task in dead earnest. 
He will have to lead in this work if it is done. The matter 
of praying for the lost and winning the lost should find a 
prominent place in the teachers' meeting program each week. 
This is necessary if the soul-winning fires are to be kept burn- 
ing continually in the Sunday school. 

In training the officers and teachers the superintendent should 
see that at least one class in Sunday School Evangelism is con- 
ducted each year. Preferably this class should be taught by 
the pastor, but the superintendent should see that it is msdn- 
tained. He should enlist in this class all the teachers and 
officers, a large number of members of the Young People and 
Adult classes and many of the older Intermediate pupils. He 
should lead them in doing personal work with the lost. He 
should see that the officers and teachers have opportunity to 
read the best books on soul-winning, such as How to Win to 
Christ, by Burroughs; With Christ After the Lost, by Scar- 
borough; Talks on Soul-Winning, by Mullins; Personal Evan- 
gelism, by Sellers, and Evangelism, by Hamilton. The Sun- 
day school superintendent must be a soul-winner if he would 
have a soul-winning Sunday school. 

It will readily be seen that planning for this work cannot be 
done on Sunday morning. Sunday morning is the reaping 
time, and necessarily there will be little reaping unless there 
has been some sowing during the week. 

V. The superintendent should lead the school to 


The Sunday school superintendent should see that the of- 
ficers, teachers, and all the pupils above the Primary depart- 
ment attend the preaching service. This obligation and this 
responsibility are inescapable. These are many reasons why 
Sunday school pupils should attend the preaching service, but 
only three are given below: 

They need to have the message of the teacher re-enforced 
by the message of the pastor. 


They need both the saving and comforting message of 
the gospel as only the pastor can give it. 

They need the opportunity afforded in the preaching service 
to worship God. 

The superintendent should get back of this important matter 
with all of his influence and should use all the means at 
his command to have the entire Sunday school attend the 
preaching service Sunday morning. This will have to be 
planned during the week and a thorough understanding should 
be reached with the pastor, all of the officers, teachers, and 
pupils, and should culminate Sunday morning in harmonious 

He should plan for and carry out the following defi- 
nite suggestions which will practically guarantee the attendance 
of a majority of the members of the school at the preaching 

1. He Should Hold Frequent Conferences With Officers 
and Teachers. 

It will be necessary for the superintendent to get all the 
officers and teachers to agree to attend the preaching service 
themselves and to do their best to lead their pupils to do so. 

2. He Should Utilize the Six Point Record Sy^stem. 

He should see that all of the officers and teachers thoroughly 
understand the Six Point Record System, and co-operate with 
the secretary in securing reports and giving them the necessary 
publicity. He should see that each member in the Sunday 
school is furnished with his individual monthly report on the 
first Sunday morning in the month. 

3. He Should Co-operate With the Pastor in Maying the 
Unified Service Effective. 

The Unified Service has proved to be a very effective help 
in leading Sunday school pupils to remain for the preaching 
service, where it is rightly planned and handled. 

For a discussion of this method, see Chapter VII, Building 
a Standard Sunday School. 

VI. The superintendent should plan for the 


The Sunday school superintendent should lead in planning 
for the social life of the Sunday school. He should seek to 
enlist and utilize the fine abilities of the officers, teachers, and 
pupils in this work. He should lead in plemning for depart- 
ment socials in every department, at least once each quarter. 
He should also encourage the teachers in leading their classes in 
class and inter-class socials. He should also plan for an an- 
nual social for the entire Sunday school, which may be held 
either in-doors or out-of-doors, according to the season. 

Every church has within its membership one or more per- 
sons with gifts especially fitting them for leadership in this use- 
ful Sunday school activity and pleasing field of Christian 
service. It is the Sunday school superintendent's first task to 
discover this particular person, and have him formally elected 
and set apart for the work. He should be made an associate 
superintendent. He would, of course, work in co-operation 
with the pastor, general superintendent, department superin- 
tendents, and teachers in co-ordinating the entire social life of 
the Sunday school and church. Under no circumstances should 
there be a conflict betvv^een the Sunday school and the Training 
Union in planning their socials. On the contrary, there should 
be perfect harmony and co-operation between these two or- 

1 . General Sunday School Social. 

A social should be held for the entire Sunday school at least 
annually. To be sure, the games and amusement features 
should be planned by departments, but the entire school should 
participate in this annual social affair. 

In the event the school does not have a suitable building, 
this general social may be held in the spring, summer, or early 
fall, and be in the nature of an outing. Where the building 
provides for an indoor social, a brief general program should 
be carried out, and the games and refreshments should be had 
in the different department rooms. 


2. Department Socials. 

The department socials should occur at least quarterly and 
in the lower grades, perhaps, more often. They should be held 
under the direct leadership of the department superintendents. 
The general superintendent should see that these socials are 
thoroughly planned. He should see also that they are properly 
financed and that every child is provided a way to attend. 
The socials of the children and Junior boys and girls should 
occur in the afternoon when it is more suitable for them to 
attend and when their mothers may also attend. The 
other department socials would best occur in the evening. The 
pastor, superintendent, department superintendents, and all 
teachers should attend these socials. 

3. Class Socials. 

Class socials should be held under the direct guidance of the 
teachers in the Junior and Intermediate departments and may 
often be held in the homes of the teachers. Of course. Young 
People, and Adult classes have their own social leaders who 
should direct the social activities of the classes. Inter-class 
socials are very delightful and teachers and social committees 
should work together in planning for two or more classes of 
young ladies and young men to have frequent socials together. 
This is almost a sure method of class building. It touches the 
young people at the point of greatest interest perhaps, and it is 
well for the superintendent to keep in close, sympathetic touch 
with the young people at this point. 





In the preceding chapter we dealt with the work of the 
superintendent during the week as follows: 

I. The Superintendent Should Keep the School Thoroughly Organ- 
II. The Superintendent Should Build the Sunday School. 

III. The Superintendent Should Maintain a High Grade of Teaching. 

IV. The Superintendent Should Lead in Winning the Lost to Christ. 
V. The Superintendent Should Lead the School to Attend the Preach- 
ing Service. 

VI. The Superintendent Should Plan for the Social Life of the School. 

In this chapter the week-day work of the superintendent will 
be concluded under the following heads : 

I. The Superintendent Should Plan His Sunday Morning Program. 
II. The Superintendent Should See That the Six Point Record System 
is Maintained. 

III. The Superintendent Should See That the School is Properly 


IV. The Superintendent Should Keep the School Informed About the 

Work of the Denomination. 
V. The Superintendent Should Lead the School to the Highest Point 
of Efficiency. 
VI. The Superintendent Should Plan for an Annual Vacation Bible 
Ik. School. 

I. The superintendent should plan the Sunday 


The superintendent's Sunday morning program must be 
planned during the week if the Sunday morning session is to 
be attractive and winsome. It is easy to have good order, good 
singing, and a season of spiritual refreshing in a Sunday school 
if the superintendent will give the time and study necessary in 



planning for it. He should have a well-planned program every 

1. The Program Material. 

The superintendent can have all the variety he needs to 
make the program attractive if he will build his program around 
the lesson of the day. The lessons are all different cmd neces- 
sarily the songs. Scriptures, and illustrations will be different. 
He should utilize the different members of the school on the 
program ; at times one or more classes, at other times a depart- 
ment may be used to good advantage. 

Material is abundant for making up these programs, both 
where the Uniform and Graded Lessons are taught. The 
Sunday School Builder contains well-wrought-out programs 
which can be adapted by both general superintendents and de- 
partment superintendents where Uniform Lessons are taught. 
The Manuals for the department superintendents and the 
teachers' books contain all the material needed for making at- 
tractive programs in departments where Graded Lessons are 
taught. However, these programs, as suggested above, must 
be planned during the week fully ten days in advance, as the 
parts must be assigned on Sunday morning, one week in ad- 

2. The Secret of Successful Program Building. 

There are certain laws or principles which, if rightly under- 
stood, make the whole matter of having attractive, helpful pro- 
grams in the Sunday school a very simple thing. This is true, 
irrespective of department or kind of lessons. The most im- 
portant secret of program making has already been stated 
above. It is this: the program should be built around the les- 
son of the day. That is to say, everything in the program — 
all the songs, prayers, the Scriptures read, the illustrations 
used, and all that is said and done — should grow out of the 
lesson studied, and should teach and emphasize one or more of 
the truths of the lesson. 

There are also other principles underlying program-making 
which the superintendent needs to understand in order to suc- 
cessfully build his programs. These are very clearly set out 


in the following fourfold purpose of the superintendent's Sun- 
day morning program: 

To teach one or more truths of the lesson of the day ; 

To train the pupils, by using them on the program; 

To edify and entertain the school by making the program 

attractive; and 
To enlist the indifferent members of the school. 
Let us discuss these four points briefly under the next head. 

3. The Design of the Program. 

(1) To teach one or more of the truths in the lesson of 
the day. 

Selecting one or more of the lesson truths and building the 
program around them, renders the getting up of a program 
easy, and assures variety. The programs in their teaching will 
be as different each Sunday as the lessons are different. The 
superintendent should not give a lengthy preview of the lessons 
at the opening, or a lengthy review* at the close of the school; 
but the opening services should serve to send the pupils to their 
classes hungry for the teacher's message, and the teachers 
should be the better prepared, both in heart and mind, to im- 
part the message. 

Every song, every prayer, every Scripture read or recited 
in the opening sei-vice should either grow out of or go into the 
lesson of the day. Everything done should be conducive to a 
spirit of worship in the school, without which the service will 
be an empty failure. 

(2) To utilize the pupils. 

The superintendent has here a great opportunity through his 
program to train in the use and reading of the Bible, in public 
speaking, and in singing. Let it be understood and agreed 
in the school that all officers, teachers, and pupils above eight 
years of age shall bring their Bibles to the Sunday school. They 
should be given an opportunity to use them in a practical way. 
The pupils should sing special songs, solos, duets, quartets, and 
class songs. They should be trained in quoting Scripture and re- 
lating Bible incidents. The superintendent's program is the 
place for all this — his every-Sunday programs as well as special- 


day programs. All should be given an opportunity to express 
themselves. The reason so many Sunday schools are lifeless 
is because the superintendent does all the tedking. 

(3) To entertain and edify. 

Every Sunday school service, as well as every other church 
service, ought to be attractive. There is no excuse for a dull 
moment in any religious service, and especially in a Sunday 
school where everything is conducive to enjoyment. This is 
not a plaint, but the great majority of "openmg and closing 
exercises" in Sunday schools are so uninteresting and utterly 
devoid of attractiveness that young people and boys and girls 
cannot be blamed for their lack of interest in them. The 
services can be made attractive and helpful to all; when they 
are, people will attend. They will go where they get some- 
thing; there is no doubt about this. The program should be 
carefully planned, thoroughly prepared, and well executed. 
Give the people something and they will attend. 

(4) To enlist the indifferent. 

This is another design of the program. The way to enlist 
people in any kind of an enterprise is to make them realize that 
they are a part of it. Give them something to do. By using 
a pupil on the program to do something simple — to sing a song 
or quote a verse of Scripture — he will become enlisted in all 
that pertains to the Sunday school, also his friends and class 
will take fresh interest in the affairs of the school. A class is 
called on to sing a song, the teacher and entire department be- 
come interested at once and anxious that the song may be well 
sung. One important item in the design of the program is to 
enhst the indifferent and secure their co-operation in building 
up the school. 

' r 

4. The Time Question. 

The time question in making the program is of vital impor- 
tance and when this question is settled right — that is, when the 
superintendent is willing to give the necessary time during the 
week in which to prepare and arrange his programs — the pro- 
grams can be what they ought to be and not before. 


( 1 ) When to begin. 

At least ten days to two weeks ahead, the superintendent 
should begin studying the lesson, and gathering material for 
arranging the program. This must all be done, and the pro- 
gram should be assigned on Sunday morning a week in advance. 
Teachers should also be notified that their pupils are on duty. 
They should encourage them, and assist in their preparation, 
meeting with them once or oftener during the week to practice 
or rehearse if necessary. Careful planning, timely preparation, 
and ceaseless praying are three essentials in building and ar- 
ranging a good program. 

(2) The necessary time. 

The amount of time necessary to spend on a program de- 
pends on the lesson and the material at hand. Some lessons 
are easier to master than others and material is much more 
abundant in some cases and m.ore easily arranged. Experience 
teaches, however, that it requires not less than eight hours on 
the least difficult programs and from ten to twelve hours on the 
more difficult ones. Great improvement in thousands of Sun- 
day schools all over the Southland would result if superin- 
tendents would definitely set aside one hour each day and three 
or four hours on Sunday for the study of the Sunday school 
and the preparation of their programs. It is worth it! Who 
will do it? 

The superintendent of a thoroughly departmentized Sunday 
school, in which each department meets in its own separate 
quarters and conducts its own Sunday morning sessions very 
naturally would not need to build a program, such as we have 
been discussing, to be conducted by himself from the platform. 

However, in all the departments where the Uniform Lessons 
are used the department superintendents could, and should, 
plan their programs, diligently observing these principles and 
methods of program building. And even in departments where 
Graded Lessons are used these principles form the true founda- 
tion for correct program making. 

In all Sunday schools which meet in one-room buildings 
where all the age-groups meet together, also in Sunday schools 


in which the higher grades are combined with the general super- 
intendent in charge of the platform work, the superintendent 
should plan his programs in harmony with the suggestions given 
in this book. 

Should the superintendent use the suggested programs in 
The Sunday School Builder, he will be saved hours of work 
in collecting material, selecting the truth or truths around which 
to build his programs, and also in arranging them. 

II. The superintendent should see that the six 

POINT record system IS MAINTAINED 

A good system of records is necessary to the best Sunday 
school success. It is not enough that the secretary should 
understand how to keep records and make reports, but all 
the officers and teachers led by the superintendent should 
study the question of keeping records and making reports. 
He is the man responsible) for good cind illuminating reports. 
He should master the Six Point Record System and know 
every step in its operation. He should give the secretary 
sympathetic co-operation. He should plan for reports at the 
close of the school Sunday morning, at the weekly teach- 
ers' meeting and the monthly workers' conference. He 
should also have his monthly report printed, if possible, and 
put into the hands of every member of the church and Sun- 
day school. If this is not practicable he should have the 
monthly report printed on a large chart or blackboard and 
call the attention of the entire church to the report the first 
Sunday morning in each month. 

Free literature is to be had for the asking and should be on 
hand for the superintendent's study and for distribution to the 
other workers. Frequent conferences should be held with the 
workers and the highest efficiency maintained in the operation 
and use of the records. 



In the large schools it may be best to assign this phase of 
the work to one of the associate superintendents. He may be 


designated Superintendent of Equipment. At the same time 
the general Superintendent is responsible for the kind of equip- 
ment supplied for the workers in each department and class. 

Department superintendents and teachers should not find 
it necessary to provide means for equipping their departments 
or classes. It is not fair to the workers, nor is it for the best 
interest of the department, class, or Sunday school as a whole. 

1 . He Should Knon? Hon) to Equip the Sunday School. 

He should study the latest books and literature on church 
architecture and be able to adjust the building to the Sunday 
school. Often a few simple changes in the building will make 
it almost ideal. Frequently, changing a class from one room to 
another will greatly facilitate matters and often make a place 
for an entire department to work, at the same time not in- 
juring the work of the class. The Sunday school superin- 
tendent should know how to utilize and economize the space 
in the church building in order to get the best results from 
the Sunday school. 

The superintendent should also know the necessary material 
and tools for each department in the Sunday school; in this 
way he will be able to help the teachers and officers in sup- 
plying themselves with the best things for each class and de- 
partment. The Sunday School Board has much good litera- 
ture on this question for the superintendent to study. 

2. He Should See That Necessary Funds Are Supplied. 

The best way to finance a Sunday school is for the church 
to do it and have all the offerings of the Sunday school 
go into the church treasury ; however, many churches have not 
this conception of their obligation to the Sunday school. In 
such cases, of course, the Sunday school will have to finance 
itself. It will be an easy matter for any Sunday school to 
be more than self-supporting. In order to do this it v^ll not 
be necessary to take special offerings and urge the people 
to give; this should not be done. If the Six Point Record 
System and individual report envelopes are used, the Sun- 
day school will have more than enough money to defray its 


Again, let it be said that it is a bad idea to urge Sunday 
school pupils to give to the support of the Sunday school. 
It is worse to announce that the Sunday school is in debt and 
that money is needed to pay its expense. There is no neces- 
sity for this if the superintendent will intelligently plan for 
financing of the school. 

IV. The superintendent should keep the school 


A large per cent of the pupils in the Sunday school are 
not church members, nor do they belong to the Training Union, 
and unless the Sunday school has a constructive program for 
the indoctrination of the children and young people and for 
their instruction in missions and stewardship, they will grow up 
in utter ignorance of what Baptists believe and what they are 

There are heavy obligations resting upon the Sunday school 
to educate and train its entire constituency concerning all the 
things Southern Baptists are doing as a great denomination. 
Adequate plans have been provided to meet these obligations. 

1 . A Threefold Obligation. 

(1) We owe it to ourselves as Baptists to develop our 
Sunday schools along denominational lines, to teach the Scrip- 
tures as we believe them, to inform the people concerning our 
educational and benevolent enterprises, and to afford them 
frequent opportunities to make contributions to the support 
of our work. 

(2) We owe it to our Sunday school pupils themselves 
to give them the Baptist point of view, to acquaint them with 
the great Baptist world program, and to help each one of them 
find a place in that program where he can serve best. 

(3) We owe it to a lost world to give to our Baptist 
Sunday school boys and girls and our young people the gospel 
message of saving grace as Baptists believe it, to acquaint 
them with the world's need of this message, and to urge them 


to take this message of light and hfe to the millions of earth 
who "sit in darkness and in the shadow of death." 

2. Adequate Plans Provided. 

The Executive Committee of the Southern Baptist Conven- 
tion has adopted a Calendar of Denominational Activities and 
offered it for the use of our forces at large. The Sunday 
School Board fosters this Calendar to the extent of furnishing 
free literature and providing program material in the regular 
magazines for use by Sunday schools in observing the emphases 
contained in the Calendar. 

The high points in this Calendar are the special Missionary 
Days: Home and Foreign Mission Day, the last Sunday in 
March, and State Mission Day the last Sunday in October. 
In addition to these, however, provision is made for the presen- 
tation of programs on State Baptist Schools, the Southwide 
Seminaries, Baptist Hospitals, Baptist Orphanages, State De- 
nominational Papers, and the Relief and Annuity Board. In 
most of these programs a place is made for taking an offering 
to be devoted to the special cause presented. 

The superintendent should secure the free literature describ- 
ing this Calendar, lead his school to adopt it, and use it as a 
constantly, recurring opportunity to introduce the dynamic of 
Missions into his school, through giving missionary instruction 
and enlisting gifts and prayers for our worldwide work. 

Think of what it would mean to our denominational agen- 
cies if every one of our more than 2 1 ,000 Sunday schools 
should consistently present these different causes each year and 
take an offering for them! 

Sunday school superintendents should thoroughly inform 
themselves about the work of Southern Baptists and intelli- 
gently and vigorously plan to utilize these fine provisions for 
developing the mission spirit of our Sunday school pupils and 
to increase their sense of loyalty to our denominational enter- 

See Chapter XI of Building a Standard Sunday School for 
a fuller discussion of this. 

V. The superintendent should bring the Sunday 


This is exemplified in the two Standards of Excellence set 
up by the Baptist Sunday School Board. These Standards 
along with the Department and Class Standards contain a 
finely wrought-out program of development, looking toward 
the accomplishment of the highest degree of effectiveness in 
Sunday school work. Not only do they serve as programs of 
work, but they become objectives such as are necessary to 
worth-while achievement. 

1 . The First Standard. 

The First Standard of Excellence is here given with sug- 
gestions for reaching it. The attainment of all the points 
entitles the school to be recognized as a Standard Sunday 
School. The recognition is for the calendar year. 

I. Church Control 

The church shall elect the officers and teachers; the school shall make 
monthly or quarterly reports to the church. 

II. Enrolment 
The enrolment of the school, including the Extension department but 
exclusive of the Cradle Roll, shall equal the number of resident church 
members as recognized by the church itself. Or exclusive of both the 
Cradle Roll and Extension department, the school's enrolment shall equal 
seventy-five (75) per cent of the resident church members. 

III. Graded 

The school shall be graded as follov^s: Cradle Roll, Birth to 3; 
Beginners, 4, 5; Primaries, 6-8; Juniors, 9-12; Intermediates, 13-16; 
Young People, 1 7-24 ; Adults, 25 and above. 

The Beginner, Primary, and Junior departments shall occupy their own 
quarters separated from the rest of the school by walls or movable parti- 
tions, or at least by curtams. Classrooms or curtained space shall be 
provided for at least 50 per cent of the remaining classes. 

IV. Baptist Literature 
Southern Baptist Sunday school literature shall be used throughout the 
school. The Young People's and Adult classes may use any of the 
several treatments of the Uniform Lessons specified for them. The Begin- 
ners, Primaries, Juniors, and Intermediates may use either the Graded 
Lessons or the Uniform Lessons especially adapted by the Sunday School 
Board for each age group. 


V. Bibles Used 
The Bible shall be used in the school above the Primary department 
by at least seventy-five (75) per cent of the teachers and pupils in 

VI. Preaching Attendance 

The attendcince of the school upon the preaching service shall equal 
seventy-five (75) per cent of the Sunday school attendance above the 
Primary department. 

VII. Evangelism 

The school shall be positively evangelistic: the teachers shall earnestly 
seek to lead their pupils to Christ; the superintendent and pastor shall 
give frequent opportunities for the pupils to confess Christ publicly, and 
urge them to do so. 

VIII. Weekly Teachers' Meeting or Monthly Workers' 

The school shall maintain a Weekly Teachers' Meeting or a Monthly 
Workers' Conference, attended by at least fifty (50) per cent of the 
officers and teachers. 

IX. Trained Workers 
(Effective Only for the Year of 1936) 

Fifty (50) per cent of the general officers, including the pastor or the 
superintendent, shall hold the Sunday School Administration Course 
Diploma; fifty (50) per cent of the officers and teachers, including the 
pastor or superintendent, shall hold a Convention Normal Course Diploma. 

Or fifty (50) per cent of all the officers and teachers, including the 
pastor or superintendent, shall have the award for the study of Building 
a Standard Sunday School. 

There shall be a Training Class completing at least one book a year. 

X. Denominational Work 
The Sunday school shall actively promote the general missionary, edu- 
cational, and benevolent causes fostered by the denomination; at least 
four of these causes shall be presented to the school educationally, and 
to these the school, as a school, s'tiall contribute each year in line with 
the policy of the church. 

Suggestions for Reaching this Standard 

( 1 ) Let the superintendent order from the Sunday School 
Board a Hberal supply of free literature on the Standard. 
Also, let him secure wall charts for each department room and 
for the general assembly room. 


(2) Let the superintendent and the pastor thoroughly 
famiharize themselves with the Standard, being sure they 
understand each point perfectly. 

(3) Let the superintendent call a meeting of all the officers 
and teachers and discuss the Standard until all have a perfect 
knowledge of what it means. Go over the different points, 
place seals opposite those already attained. Let him secure 
unanimous and enthusiastic agreement to adopt it. 

(4) Let the superintendent bring the matter of the Standard 
before the Sunday school and explain it briefly; also, let this 
be done in each department and class. 

(5) Keep the Standard before the school continually, mak- 
ing brief references to it from time to time. Place a large 
seal opposite each point as it is attained. 

(6) When the Standard has been reached make much of 
the occasion. Secure the pennant from the Board and keep it 
displayed in full view of the entire congregation. 

2. The Advanced Standard. 

As quickly as the First Standard is reached, and even be- 
fore, the superintendent should frequently refer to the Advanced 
Standard and suggest that nothing short of its attainment will 
satisfy his ambitions for the school. He should then pursue the 
same methods with reference to the Advanced Standard as 
were used in informing the school about the First Standard. 

In fact the wise superintendent will have in mind the attain- 
ment of the Advanced Standard all along and, while working 
to attain the First Standard, he will quietly be planning for 
the attainment of the Advanced Standard. 

TTie Advanced Standard of Excellence represents the 
highest attainment of efficiency known to the Sunday school 
world. And Sunday schools which measure up to the ten 
requirements set out in this Standard, in spirit as well as in 
letter, will be in position to do a mighty service in the Kingdom. 

Copies of this Advanced Standard may be had without 
charge upon request to the Baptist Sunday School Board, 
Nashville, Tennessee, along with copies of all the department 
and class Standards which are required by it. 


VI. The Superintendent Should Plan for An An- 
nual Vacation Bible School 

As has been suggested before in this text, this fine oppor- 
tunity for additional Bible teaching and Christian development 
is definitely related to the work of the Sunday school. In fact, 
the Vacation Bible school is an extension of the work of the 
Sunday school. The Beginner, Primary, Junior, and Inter- 
mediate age groups are gathered on week days for from five 
to twenty days soon after the close of the public schools. Gen- 
erally the schedule runs three hours a day for five days a 
week. As far as possible, the officers and teachers of these 
departments in the Sunday school should work in the same 
departments of the Vacation school. 

It is a great Sunday school opportunity. The superintendent 
should consult with the pastor and these two, with the depart- 
ment superintendents involved, should study the Vacation 
school possibilities and make plans to have one every year. 
The church should vote to make the Vacation Bible school a 
division of the Sunday school, then the superintendent should 
see to it each year that a principal is selected, a time for the 
school decided, and plans made. The Vacation Bible School 
Guide should be secured and carefully studied. Credit for 
this book is offered in Section Seven of the Training Course for 
Sunday School Workers. Free literature may be secured from 
any State Sunday School Secretary or the Vacation Bible 
School Department of the Baptist Sunday School Board. 

The superintendent should lend such assistance as he may, 
lead the Sunday school in whole-hearted support of the Vaca- 
tion school and its faculty, and see to it that the Sunday school 
profits in every way possible from the work of the Vacation 




The duties of the superintendent on Sunday morning in 
a Sunday school which meets in a one-room building with the 
superintendent in charge of the program are entirely different 
from the duties of the superintendent of a Sunday school in 
which all the departments meet separately, each having its own 
progrcun conducted by a department superintendent. However, 
no matter what the type of the Sunday school, the superin- 
tendent's duties will be such as to occupy every moment of 
his time, from the moment he reaches the building, which 
should be thirty minutes before time for the Sunday school to 
open, until time for the public worship at eleven o'clock. 

It is the aim in this chapter to show, in a practical way, 
what should be done and how to do it. The following outline 
will help in setting out the Sunday morning duties of the 

I. Pre-session Period. 

II. Period of Opening Worship. 

III. The Lesson Period. 

IV. The Re-assembly Period. 
V. Period of Public Worship. 

I. Pre-session Period 

The superintendent should reach the building at least a half- 
hour before time to open the school, and he will find that he 
can spend these thirty minutes of pre-session time to a great 
advantage. He will certainly find the right use of these thirty 
minutes essential to the highest success of his work. 

1 . Wrong Uses of the Pre-session Period. 

There are many wrong ideas as to the value and proper use 
of this particular period of time, and before going into a dis- 
cussion of what the Sunday school superintendent should do 
at this time, it will be best to clear away some misunderstand- 
ings. In order to do this, let us see first how this period of time 



should not be employed and what the superintendent should 
not attempt to do or allow to be done. 

( 1 ) As a teachers' meeting. 

This is not the time for a teachers' meeting and the super- 
intendent should not undertake to hold one at this time, nor 
should he allow the officers and teachers in the departments 
to hold one; other things of importance should have the right- 
of-way during this period. It is too late on Sunday to have 
a teachers' meeting. The teachers' meeting should have been 
held at some time earher in the week when the results of the 
study of the lesson could have been utilized for better prepar- 

(2) As a prayer meeting. 

Certainly no one would be guilty of saying that we do not 
need to pray in the Sunday school a great deal more than 
we do. Most certainly we do. But "there is a time for 
everything," and there is a time for prayer, but preceding the 
opening of the school is not the time ; at least, it is not the time 
for the officers and teachers to meet all together or in depart- 
ment groups for a prayer meeting. Other matters of great 
importance need the attention of the superintendent and the 
other officers and teachers at this time. The preparation for the 
session of the school, which is possible only through prayer, 
should have had attention before reaching the building Sunday 

(3) As a Sunday school social. 

In many Sunday schools one is impressed with the amount 
of hilarity and confusion that is manifest before the Sunday 
school opens. Where so many children and j'^oung people 
meet together, unless their energies are wisely directed, it 
should not be surprising if they become noisy and carry their 
fun and frolic beyond proper bounds. If the superintendent, 
other officers and teachers are late in reaching the school, or if 
they are engaged in a teachers' meeting or workers' conference 
or prayer meeting before the school opens, they cannot give 
the pupils, who arrive early, the attention which they need. 


There is perhaps no time when the pupils need the care and 
attention of their teachers more than at this time. Especially is 
this true of boys and girls and the children. 

Let us now turn from this view of the pre-session of the 
Sunday school cind see what the pre-session is and what the 
officers and teachers should be doing at this time. 

2. Right Uses of the Pre-session Period. 
( 1 ) A time and opportunity for the superintendent to study 
the school. 

As has already been remarked, the superintendent should 
be on hand fully thirty minutes before the school opens. He 
should go into every department room, and every classroom 
and see that the building is comfortable, and that everything 
is in order for the school to open. To be sure, this is a 
matter which should be attended to by the department superin- 
tendents, but at the same time it is also the duty of the general 
superintendent to be familiar with the condition of the building 
and he should not neglect it. 

The superintendent should be on hand to greet the early 
comers and see that all the department officers are on hand 
promptly. He will in this way have an opportunity to study 
the situation and thus be able to lead intelligently in the solu- 
tion of the problems which arise in the Sunday school. 

If the superintendent is habitually on hand thirty minutes be- 
fore time for the school to open, he will find that this habit of 
his will influence the officers and teachers also to be prompt 
in their attendance. The question is often asked. How get 
teachers to come on time? The best way is for the general 
superintendent and department superintendents to be thirty 
minutes ahead of time. Likewise, if teachers are prompt in 
their attendance, the majority of their pupils will follow their 

The superintendent should greet every general officer and 
department superintendent personally and have a word of good 
cheer for each one. Likewise, he should speak to as many 
teachers and pupils as possible. This fine opportimity for 
fellowship and preparation for the session will be lost if the 


superintendent is late in arriving or if he is attending a pre- 
session prayer meeting or teachers' meeting. 

(2) A time and opportunity for department superintend- 
ents to study their departments. 

Department superintendents should be as prompt in reach- 
ing the building as the general superintendent. They should 
see that all their officers and teachers are on hand promptly. 
They should see that the department room and the classrooms 
are in perfect condition. They should meet and greet all their 
teachers as they arrive, and become personally and intimately 
acquainted with as many of their pupils as possible. The 
presence of the department superintendents before the school 
opens will tend to keep the exuberant spirits of the young 
people and children within proper bounds and will greatly 
assist in securing a proper setting for the opening of the Sunday 

(3) A time and opportunity for teachers to get acquainted 
rvith their pupils. 

It is doubtful if Sunday school teachers can employ any 
period of the Sunday school to better advantage than a few 
minutes just before the school opens. To be sure teachers may 
know the names of their pupils and their general characteristics, 
but here an opportunity is afforded them really to get ac- 
quainted with them individually and find out about the deepest 
spiritual need of each one as well as his mental and social 
needs. Terms of intimacy may be established between teach- 
ers and pupils at this time which are essential if the proper class 
spirit is to be maintained. 

(4) A time and opportunity to have a good time. 

This is not a contradiction of what has already been said on 
the negative side of this matter. Children getting to day school 
early may use the time for hilarious games and fun until they 
are called to line up and march into the building. But that 
is not the only kind of a good time. Pupils who come early 
may meet and greet their friends and have a good time 
socially. They may also greet strangers and make them feel 


at home. Members of classes in the Young People's and Adult 
departments will find an opportunity at this time to do some real 
class work. 

II. Period of opening worship 

This period should ordinarily consume about twenty min- 
utes before the lesson. Of course, where the school is fully 
departmentized, all of the departments will not follow the 
same schedule. Nevertheless, the discussion given here offers 
needed admonition for this is a much abused period of time in 
countless numbers of Sunday schools. Countless thousands of 
pupils and teachers have suffered untold agonies Sunday after 
Sunday because the superintendent did not know what to do 
with these golden minutes. With the view of correcting some 
mistakes concerning this period let us look at some things to 
be avoided before we discuss what really should be done at this 

1. Things to Be Avoided. 

( 1 ) A perfunctory **order of exercise.** 

There is perhaps no better way to make the Sunday school 
unattractive and lifeless than to follow the same "order of 
exercise" Sunday after Sunday. This sort of an exercise 
usually resolves itself into a perfunctory performance and is 
neither attractive nor interesting to anybody. 

(2) Mere **time killing.** 

This is not the place for the superintendent to consume 
fifteen or twenty minutes in an aimless sort of way, looking 
up songs and shouting for order. Nor should he allow the 
time before the lesson to be consumed by a jazz orchestra, 
sawdng off one piece after another for thirty or forty minutes 
because he does not know what to do. How often has one 
heard the remark by the superintendent, "Let us sing two 
verses of another song, the people are a little late in coming 
this morning.** 

(3) Speech-making. 

In many Sunday schools the superintendent seems to think 
that he should preview the lesson or expound the Scriptures 


before the lesson period or call upon some other brother to 
do so. This twenty minutes of precious time before the 
lesson period is not intended for this sort of thing, and wise 
superintendents will not do it themselves or allow others to 

2. Things to Be Done. 

( I ) A time for worship. 

The element of worship needs to be emphasized more and 
more in our Sunday schools, in every department and class. 
A spirit of worship should characterize every session of the 
Sunday school. When this feature is ehminated from the 
program, one of the most attractive and helpful features is 
gone. This is the feature that really gives warmth, vitality, and 
charm to a Sunday school session and power to a Sunday 
school lesson. The officers, teachers, and pupils — all need to 
worship. The superintendent's program should be planned with 
this feature uppermost. Likewise, every department and class, 
which meets separately on Sunday morning, should have a real 
service of devotion preceding the lesson. 

(2) A time for fellowship. 

Fellowship in worship, fellowship in service, singing to- 
gether, praying together, reading the Scriptures together — 
all tend towards creating and maintaining a spirit of delightful 
fellowship in the school. 

{3) A time of preparation for the lesson period. 

This period should be used to create a proper setting for 
the teaching of the lesson. Every song and prayer should 
direct the thoughts of the school towards the lesson of the day. 
The twenty minutes of opening worship should prepare the 
heart and mind of the pupils for the message of the teacher; 
and, likevsnise, it should prepare the teachers in heart and mind 
for teaching the lesson. The program of the superintendent 
should be so plaimed and so conducted as to have just this 

The superintendent should be on the platform and see thai 
the school opens promptly. He should have on his desk a 


written program by which to conduct the session of the school 
that morning. He should be so familiar with his program that 
he can go from one point to another without a break. Of 
course, he should not do everything himself, he should use 
the other officers, the teachers, and the pupils on the program, 
but he should always have his hand on the situation and not 
allow a dull moment to mar the attractiveness of the program. 
Every thing done should better prepare the school for the 
teaching of the lesson which is to follow. 

III. The lesson period 

This is the most important period of the entire Sunday 
school session. Everything done by officers and teachers both 
during the week and on Sunday morning should be done with 
a view to getting the best results out of this period. Not less 
than thirty-five or forty minutes should be devoted to it and it 
should not be infringed upon for any cause whatever. The 
quality of work done by the teachers during this time will 
determine more than anything else the character of the Sunday 
school. The entire Sunday school organization exists pri- 
marily for making this period effective. 

Two things should be done during this period: secure re- 
ports and teach the lesson. 

1. Reports. 

Immediately at the close of the period of worship the classes 
should go to their places in the building. The first five minutes 
should be given to securing reports. If the Sunday school uses 
the Six Point Record System, no five minutes of the lesson 
period can be used more advantageously by the teacher than 
in securing an accurate report from each pupil on the Six Points 
involved. The fact that time is required to secure these re- 
ports only emphasizes their value. Every teacher should 
thoroughly master the system of records used in the Sunday 
school and count it as much a part of his work to secure 
accurate reports as to teach the lesson. The general super- 
intendents and department superintendents should see to it that 
sufficient time is given for securing reports that mean something. 
Simply marking a pupil present and getting an offering from him 


is at best a poor subterfuge and certainly gives little evidence of 
the Sunday school being a real school. 

Reports should be promptly gathered and turned over to the 
secretaries, who should withdraw and finish making up the 
records without interfering with the teaching of the lesson. 
Plans should be made for taking the report at the door of those 
who come late. Pupils who come after the secretaries have 
finished making up the records for the day should be counted 
in the total aggregate for the day as late pupils or visitors. 

2. The Lesson. 

The next thirty or thirty-five minutes should be given to 
the teaching of the lesson. Superintendents should see to it 
that teachers are not interrupted during this time. Late pupils 
should be admitted quietly and seated at the rear of the class 
with the least confusion possible. Under no circumstances 
should secretaries and others be allowed to come into the class 
after the teacher has begun the teaching of the lesson. There 
will be no trouble at this point if the proper dihgence is exer- 
cised on the part of officers and teachers. This is the teacher's 
time and opportunity to do the thing the Sunday school stands 
for — the teaching of God*s Word. If he fails, isn't the Sun- 
day school largely a failure? 

3. The Superintendents Duties During the Lesson Period. 
The superintendent should remain at his desk for a few 

minutes in order that he may be easily accessible to the officers 
and others who desire to confer with him about matters per- 
taining to their duties. The pastor may wish to see him about 
the services which are to follow. The department superintend- 
ents may need his advice, or perhaps the secretary. He should 
be within easy reach for the first five minutes of the lesson 
period anyway. 

The superintendent should try to meet the visitors. He 
should by all means see that teachers are not interrupted during 
this period. He may go quietly into the different departments 
from time to time without interrupting the teachers, or inter- 
fering with the department programs. The duties of the super- 


intendent during the lesson period are more particularly set 
out in the programs which are suggested in the next chapter. 

IV. The re-assembly period 

The superintendent should see that the Lesson Period closes 
promptly and that all classes go immediately to the assembly 
room. Failure on the part of any department or class to 
observe the signal to dismiss promptly will always produce 
disorder and confusion and delay the program of the entire 
school. The superintendent should see that this is avoided. 

The superintendent should be on the platform as the school 
reassembles to the accompaniment of appropriate music by the 
orchestra or the piano. Perfect quiet should be secured be- 
fore announcing the song or prayer. Order may be secured by 
having the school stand before announcing the song. Then 
should follow a delightful and interesting service of devotion. 
Also the secretary's report may be placed before the school 
on a blackboard. Strangers, visitors, and new pupils should 
be suitably introduced and cordially welcomed by the super- 
intendent. Banner classes and 1 00 per cent pupils should be 
appropriately recognized, matters of interest to the entire 
school should be briefly and attractively announced. The 
entire school above the Primary department may sit together 
in departments and classes for the preaching service. 

What the superintendent's program should consist of at the 
re-assembly period is brought out more in detail in the specimen 
program in the next chapter. 

V. Period of public worship 

What has the superintendent to do with the preaching serv- 
ice? What relation does the Sunday school sustain to this 
service? Is it among the duties of the superintendent to co- 
operate with the pastor in holding the Sunday school to the 
service of public worship? Most assuredly the entire Sunday 
school — every officer, teacher, and pupil — needs the preaching 
service. On the other hand, the preaching service needs the 
Sunday school and the superintendent should and can, with 


the pastor *s co-operation, hold the Sunday school for this 

How may this be done? 

1 . The pastor should desire it and make the service appeal 
to the interest of the entire Simday school. 

2. The superintendent should secure the co-operation of all 
the officers and teachers to attend and use their influence to get 
their pupils to do so. 

3. The superintendent should lead the school to recognize 
the preaching service as a part of the regular Sunday morning 

4. The Six Point Record System should be used in the 
school; this specially emphasizes the preaching service as a 
feature of the Sunday school's activities. 

5. The Sunday school should not be dismissed at all on 
Sunday morning, but the tv^o services — the Sunday school and 
the preaching service — should be merged without formal an- 
nouncement. This is being done successfully in many 
churches, both large and small, to the mutual helpfulness of 
both services, the salvation of lost pupils and the edification of 
the saved. 




In this chapter two programs are submitted for the guidance 
of superintendents on Sunday morning. The first is a practical 
schedule of work for Sunday schools which meet in one-room 
buildings and in schools in which provision is made for the 
lower grades to meet separately and the higher grades to meet 
together with the general superintendent in charge of the pro- 

The wise superintendent will always invoke the aid and seek 
the co-operation of all the teachers that all the pupils, as well 
as the officers and teachers, may be used to the best advantage 
on the programs and that the programs may be made most 
attractive. The children must not be neglected. 

This schedule is also practical for Young People's and Adult 
departments and may be easily adapted for use in Intermediate 
departments where the Uniform Lessons are used. A pro- 
gram for each Sunday similar to the one given here is to be 
found in the monthly magazine. The Sunday School Builder. 


Subject: Nehemiah the Builder 
9:00 Pre-session Period — 30 minutes. 

The superintendent should meet and greet all officers, teachers, 

and pupils. 
He should see that the building is clean, well ventilated and 

He should see that all officers and teachers are present, and if any 
are absent that substitutes are supplied. 



He should see thai everything is in order for the school to 
open promptly. 

He should have a v^rritten program before him and run the 
school according to the program. 

The 8up>erintendent should be in personal charge of the plat- 
form work of the Sunday school. In the event that he desires 
to turn the opening or closing v^orship over to his associate 
or to a particular department or class at any time, he should 
know that the program has been previously arranged and that 
it is not of such length to intrude upon the time of the period 
which is to follow. He should be on the platform or near-by 
with his hand on the helm. 

9:30 Opening IVonhip — 20 minutes. 

Song — "Bringing in the Sheaves.'' 

Prayer — By one of the teachers. 

Song — "Stepping in the Light." 

Introduction — By two Young People's class pupils. 

First Pupil — Nehemiah in Shushan. 

The winter palace and capital of the Persian monarchs was 
Shushan, a city 250 miles east of Babylon. The royal palace 
was famed for its grandeur and magnificence. In this palace, 
serving as cup-bearer to the king, was a Jewish exile, Nehemiah. 
To hold such a p>ost Implied the enjoyment of the king's special 
confidence. Learning of the desolate condition of the returned 
colony in Judea, he was filled with such sadness that it was 
manifest in his countenance. The king, learning the source of 
Nehemiah's grief, made arrangement to permit him to go to 
Jerusalem at once, the king furnishing a strong escort and supply- 
ing him with all the necessary passports. The honest ruggedness 
of Nehemiah's character is strongly emphasized through the fact 
that, although living in the midst of luxury and commanding a 
princely salary, yet he never lost his burden for Jerusalem. 
Second Pupil — Nehemiah in Jerusalem. 

Upon his arrival in Jerusalem, the genius of Nehemiah for 
organized leadership became apparent at once. Within three 
days he had made a personal investigation and inspection of the 
walls of the city emd called the p>eople together for a conference. 
The work of rebuilding was begun at once, and proceeded with 
such dispatch that in a wonderfully short time the walls began 
to emerge from the heaps of rubbish and to take on the appear- 
ance of former days. The tact, courage, and wisdom of Nehe- 
miah were severely taxed through the opposition of the heathen 
population when they realized what was being done, but his 
qualities of leadership never failed him, and the seemingly im- 
possible was accomplished. — Criffilh. 
Song — "As a Volunteer." 


Scripture Lesson — To be read by three classes. 

1. Nehemiah's Workers (Neh. 4: 6). 

2. Nehemiah's Enemies (Neh. 4: 7-12). 

3. Nehemiah's Defense (NeJi. 4: 13-18). 

9:50 Lesson Period — 35 minutes. 

1. Teachers should use the first five minutes in making up re- 
ports and attending to various class interests, and should devote the 
last thirty minutes to the lesson. 

2. The superintendent should guard the teachers from inter- 
ruptions and see that they are accorded full thirty minutes for 
teaching the lesson and that the time is not taken up writh other 
matters. He should call the school together promptly for the 
closing program. 

10:25 Closing IVorship — 20 minutes. 

Song — "Zeal, Our Watchword." 

Prater — By one of the teachers. 

Secretary's Report on Blaclfhoard — Let the superintendent use 
two minutes calling attention to the good things in the report. 
Let him recognize new pupils, visitors. Banner Classes, 100 
per cent pupils, and let him make inquiry about sick members 
of the school, and if there are such have a special prayer for 

"The Compelling Power of a Great Objective" — By a young 

Nehemiah was a man who "did things." His unfaltering faith 
in God and persistent prayer for divine help, back of his equally 
persistent activity and unfaltering zeal brought to a successful 
ending cin enterprise whose difficulties would have staggered 
smaller men. One of Nehemiah's great assets for his work 
was his belief in the greatness of his object. Four times San- 
ballat requested him to meet him for a conference on the Plain 
of Ono. This would have taken Nehemiah away from Jerusa- 
lem for four days, and thus delay the work, so he gave his 
famous answer: "I am doing a great work, so that I cannot 
come down." The greatness, the impelling, overwhelming im- 
porlcmce of his work, the priority of its demands over all things 
else, filled his mind and heart. There is nothing like absorption 
in a noble task to save one from the assaults of evil. Four 
times Sanballat sent this invitation, but the fifth time he gave 
a new pretext for a conference, the report that Nehemiah was 
building the walls with the intention of rebelling against Persia. 
Though Sanballat declared that he would report this slander to 
the king, Nehemiah did not deign to discuss it with him but 
merely kept on working, which is the best way to answer all 


Sentence Sermons — By a group of Intermediate pupils. 

1. They who tread the path of labor, follow where Christ's 
feet have trod; they who work without complaining, do the holy 
will of God. 

2. All true work is sacred; in all true work, were it but hand- 
labor, there is something of divineness. Labor, wide ai the earth, 
has its summit in heaven. — Thomas Carl})le. 

3. "Hewing wood and drawing water, splitting stones and 

cleaving sod. 
All the dusty ranks of labor, in the regiment of God, 
March together towards his triumph, do the task his hands 

prepare ; 
Honest toil is holy service; faithful work is praise and 


4. He who has failed to do the work that lies nearest his hand 
is not likely to succeed at anything else. It is not for you to 
say whether or not anything is worthy when it has once been 
given you to do. You have only to do it and make it worthy of 
the doing. — Reed. 

5. This is the Gospel of Labor — ring it, ye bells of the kirk; 
The Lord of love came down from above, to live with the 

men who work. 
This is the, rose that he planted, here in the thorn-cursed 

soil — 
Heaven is blessed with perfect rest, but the blessing of earth 

is toil. 

— Henry Van Dp^e. 

6. No man is born into the world whose work is not born 
with him; there is always work and tools to work withal, for 
those who will, and blessed are the horny hands of toill — Lowell. 

7. How do you tackle your work each day? Are you scared 

of the job you find? 
Do you grapple the task that comes yoxxr way with a confi- 
dent, easy mind? 
Do you stand right up to the work ahead, or fearfully pause 

to view it? 
Do you start to toil with a sense of dread, or feel that 
you're going to DO it? 

' — Guest. 
"Back 'o f^^ Bench*^ — By one of the teachers. 

After the first dawn of spiritual activity had touched Jesus, 
holding and captivating the learned men at the temple, he toent 
hacff. Back to what? Back to the peasants, back to the labor 
and the poverty, back to the bench for eighteen years I Let the 


world and the church never forget that the Lord worked with 
his hands for eighteen years, in a little village, and that no task 
was too humble for him to do. Back to what? To Nazareth, 
only a despised village, but to him a point of perspective to the 
Universe, the training ground of a gospel that would change 
the world. Back to take the responsibilities of the home when 
Joseph died, to care tenderly for the loving mother, a care thai 
only ended with the Cross. O, wondrous Workman, beautiful 
Son, teach us to go back, not to retreat, but in consecration, to 
the bench, the table, the counter, the desk, and be it ever so 
humble — be it only a Nazareth — we look upon those dear hands 
nailed to a cross; help us to remember that they were once cal- 
loused and hardened by common toil. — A. E. C. 

Song — "Work for the Night is Coming." 
"The Builders*' — By four Junior girls. 

1. God is a Builder (Isaiah 28: 16). 

2. Christ is a Builder (Matt. 16: 18). 

. 3. The Holy Spirit is a Builder (Eph. 2: 22). 
4. Christians are Builders (1 Cor. 3: 11-15). 

Response — By an Intermediate boy. 

Building Implies a plan or definite program and succws de- 
pends upon co-operation. Paul claimed to be a wise master- 
builder. A study of his methods, as well as those of Nehe- 
miah, would insure greater success for many who are trying to 
do the Lord's work. Among the enemies of Christ's Kingdom 
there is often more unity of purpose and effort than among 
Christians. This fact accounts for the reason why so many re- 
forms are slow of accomplishment and the opposition to re- 
forms so successful. Leaders in church work should be good 
organizers, for in unity is strength. — Arnold's Commentary. 

"lVor1[ and Religion' — By an Intermediate girl. 

Henry Drummond reminds us that three-fourths of life i» 
probably spent in work. Of course that means that our work 
should be as religious as our worship and that unless we make 
our work religious, three-fourths of life remains unsanctified. 
When Christ came into the world, he came to men at their work. 
He appeared to the shepherds, the working classes of those 
days. Now, why did God arrange it so that many hours of 
every day should be occupied with work? Because work makes 
men. Hence, true religion consists in being true to our work and 
in letting Christ be shown to our companions and fellow-workerr 
by the integrity and thoroughness of our daily toil. 

Prayer — By the pastor. 


Outline for Blackboard — 





Let the superintendent, or some one appointed, use two min- 
utes on the blackboard outline before the prayer by the pastor. 

Should the superintendent see that the program is going over 
the allotted time he should wisely eliminate some features. 


TTie following schedule suggests the duties of the superin- 
tendent of a school in which all departments meet in their own 
separate rooms, each department being in charge of a depart- 
ment superintendent. 

1. The superintendent should reach the building full thirty minutes 
before time for the school to open. 

2. He should cordially greet all the general officers, the department 
superintendents, and as many teachers and pupils as his duties will per- 

3. He should make sure that the building — every department room 
and classroom — is in perfect condition, well ventilated and comfortable. 

4. He should see that tfie general secretary is at his desk promptly, 
ready to provide the department secretaries with the material, litera- 
ture, etc., they may need. 

5. He should keep in close touch with the department superintend- 
ents and in the case of absent teachers, be ready to assist in providing 
supply teachers if necessary. 

6. He sihould be certain that everything is in readiness and that 
each department opens promptly at 9:30. 

7. The superintendent should hand to each department superintend- 
ent, before the school opens, a typewritten list of announcements for the 
coming week. 


(The following announcements were made in one Sunday school; 
each department superintendent waw furnished a typewritten copy upon 
reaching the school Sunday morning.) 


"To-day is Classification Day. 

Every officer, teacher, and pupil will classify promptly on 
the Classification slip. 

Next Sunday the entire Sunday school will be graded on 
the Six Point Record System. Let all department officers and 
teachers explain this system to their departments and classes 
today. Urge all pupils to be prepared to remain to the preach- 
ing service next Sunday. 

Remember the Sunday school meets at 9:30. Those who 
come after that rime will be marked late. Let every one bring 
a Bible from home. Bibles lying around in the building will 
not meet that requirement. 

Hereafter an individual report will be rendered to every 
member of the Sunday school on the first of each month, 
showing his standing according to the Six Point Record Sys- 
tem. Let everybody come prepared to qualify on the Six 
Point Record System next Sunday. 

Teachers' meeting Wednesday evening at 6:15. Lunch 
served free to all workers. Matters of vital interest to the 
Sunday school will be considered. Teachers' Meeting Pro- 
gram for Wednesday evening: 

6:15 Lunch. 

6:45 Department Conferences, led by department superin- 

7:40 General Conferences, led by the superintendent. 

8:00 Regular Prayer Meeting, led by the pastor." 

8. The superintendent should visit each department at intervals. He 
should be in attendance when the department opens and remain until the 
lesson period begins, in order that he may not interrupt the services by 
leaving during the opening worship. 

9. He should also visit the departments at intervals during the lesson 
period. At all times this must be done without interrupting any of iJie 
teachers or causing confusion in any way. 

10. The superintendent should be in the diferent department rooms 
at intervals when they re-assemble after the lesson period. Let him note 
the promptness, or lack of it, on the part of teachers in dismissing their 

1 1 . The superintendent should carry a notebook and jot down the 
strong points as well as the weak points in the conduct of the different 
departments. In this way he can gather material for tihe conferenc« 


periods of the weekly teachers' meeting, likewise, the monthly workers* 
conferences. This first-hand information will enable him to intelligently 
render help to the department superintendents and teachers. 

12. The superintendent should observe and note the sources of dis- 
order as he goes to and fro in the Simday school and co-operate with die 
heads of the departments in eliminating these. 

13. The superintendent should see that the Lesson Period closes 
promptly in all departments, and that the departments re-assemble with- 
out delay for their closing worship and reports. In the event the Sunday 
school and the morning preaching service are combined he should see 
that the entire Sunday school, above the Primary department, is quickly 
seated in the church auditorium by 10:45. 

14. The superintendent's part in this combination service would be 
to lead the Sunday school in a ten-minute service of true devotion of song, 
prayer, and special music, after which the report for the morning should 
be made, new pupils and visitors should be introduced. Banner Classes 
and 100 per cent pupils should stand and be recognized. Then the 
pastor should take charge without a break in the services. 



One associate superintendent is sufficient for the majority 
of Sunday schools; however, some schools will need two, and 
still others will perhaps need three or even more. This officer 
is sometimes called assistant superintendent, but the name 
associate is preferable as he should properly not be assistant 
to the superintendent at all but should have specific duties 
assigned to him, for the doing of which he should be held 
responsible. Whether a Sunday school has one or more asso- 
ciate superintendents, each should understand what his particu- 
lar duties are and faithfully discharge them. There can be 
no rule governing the number of associate superintendents a 
Sunday school should have, nor can their duties be absolutely 

I. Conditions regulating the number of associate 


A number of things would play a part in determining this: 
first, the size of the school; second, the plan and arrange- 
ment of the building in which the school meets; third, the 
amount of time during the week the superintendent can de- 
vote to the school; fourth, suitable, available material from 
which to secure these officers. Let us take these points up and 
discuss them in order. 

1 . The Size of the School. 

Every Sunday school should have at least one associate 
superintendent whose fixed duties would be to take the place of 
the superintendent and direct the Sunday school in the ab- 
sence of the superintendent, both during the week and on 
Sunday. In small schools he would also attend to the work 
of classifying new pupils and keeping the school graded. 



As a general thing one associate superintendent would be 
sufficient for a large majority of small Sunday schools; where- 
as many large schools would have need for three, and some 
schools could use even more, according to prevailing conditions. 

2. The Arrangement of the Building. 

In many schools the arrangement of the building, or build- 
ings, would necessitate having more than one associate superin- 
tendent. If the school should occupy more than one building 
or if the building should have more than one main entrance, 
there would be need for an associate superintendent to have 
charge of each building, or each main entrsmce, to meet and 
greet new pupils and visitors and see that they receive a warm 
welcome, that they are conducted to the department or class 
which they should properly join, and that they are correctly 

The old adage that "first impressions are lasting'* is special- 
ly true concerning the Sunday school, and the treatment new 
pupils receive the day they join will go far in determining their 
future attitude towards the school. This is a matter of too 
much importemce and too far-reaching in its results to be 
designated to ushers. 

3. The Amount of Time the Superintendent May Devote 
to the Sunday School. 

It is frequently the case that the best man for the office of 
superintendent can give only a limited part of his time to the 
Sunday school on account of business duties or other obliga- 
tions. It may be that he cannot lead the Sunday school in a 
regular systematic campaign for new pupils and absentees, or 
possibly he cannot attend the regular weekly teachers* meeting, 
or he may not be able or suited to lead the school in carrying 
out a regular training program. In such cases it is often found 
advisable to associate with the superintendent men and women 
specifically fitted for these and other important duties. 

4. The Number of Suitable, Available Workers. 

Many churches, both small and large, have in their mem- 
bership men and women of outstanding gifts and attainments 
peculiarly fitting them for extraordinary duties in the Sunday 


school, which should by all means be utilized. One man, who 
by virtue of his knowledge and training, should be given charge 
of the training work of the Sunday school; another, an expert 
advertiser in the business world, should be assigned the work 
of advertising the Sunday school. He might be called Super- 
intendent of Publicity. Another man of influence in the 
community and in his church could and should serve in a 
wonderfully useful way in securing and keeping the school 
supplied with the best equipment; the department officers and 
teachers would find in him a needed friend in securing the 
necessary equipment for department and classrooms. 

Pastors and superintendents should be alert and alive to 
all such opportunities to add to the force of the Sunday school 
all such men and women of outstanding ability and qualified' 

In this way all the workers may be utilized. Every phase 
of the work may be looked after in the best way and an equi- 
table distribution of both the work and the workers will result. 

It is deemed advisable in this study to discuss the work 
that associate superintendents may do in the Sunday school, 
leaving it to the good judgment of the pastor and superintendent 
to select as many of these officers as they think advisable in 
view of the need of each particular field, assigning each to a 
definite field of service according to his ability. 

II. Duties of the associate superintendents 

In electing associate superintendents for the Sunday school 
only as many should be elected as are needed; and in assign^ 
ing their duties extreme care should be taken that conflict of 
duties may not occur anywhere. There should be a perfect 
understanding on the part of the pastor, general superintendent, 
department superintendents, and associate superintendents as 
to the duties and prerogatives of each. There should be no over- 
lapping of duties or misunderstandings concerning the duties of 
each. Frequent conferences will be necessary to avoid this. 

The following suggestions as to the duties which may be 
assigned to associate superintendents indicate something as 
to the possibilities of the usefulness of these officers. 


1 . First Associate Superintendent. 

( 1 ) Take the place of the general superintendent in his 

The superintendent may be away on business or taking his 
vacation, or he may be sick and in other ways unavoidably 
absent. At such times there should be a man who can step 
in and take his place. This man should be known as First 
Associate Superintendent. The superintendent needs just such 
a man for counsel and to share with him in the responsibilities 
of the school. 

(2) Classif}} new pupils. 

The duties of classifying new pupils should be added to the 
duties of the First Associate Superintendent in small Sunday 

2. Second Associate Superintendent. 

This officer may be assigned definitely the task of enlarging 
the Sunday school as his exclusive work. In some Sunday 
schools he is known as Superintendent of Enlargement, in 
others as Superintendent of Expansion. He will justify his 
position easily by keeping a list of prospective pupils in the 
hands of the department superintendents and the teachers, plan- 
ning for and encouraging teachers to visit them and write them 
repeatedly to join the school. He should be accorded a place 
and time on the program at each weekly teachers* meeting 
and monthly workers' conference to call for reports and check 
off the names of all who have been won to the Sunday school 
by departments and classes. Likewise, the names of all ab- 
sentees should be assigned to different members of the classes 
to visit each week and this officer should see that they are 
visited. Telephone calls and letters and cards should not be 
allowed to satisfy the demand made for a personal visit. 

3. Third Associale Superintendent. 

( 1 ) Train the Workers. 

This most important and delightful work may be assigned 
to one of the associate superintendents who may be known as 


Superintendent of Training. To be sure, he should have the 
full support and co-operation of the pastor, general superin- 
tendent, and department superintendents. He should also see 
that one or more training schools of a week's duration are 
held each year for the purpose of training officers and 
teachers. Likewise, he may have one or more classes to meet 
Sunday evening, an hour prior to the preaching service, in 
different rooms, simultaneously with the Baptist Training Union 
for the purpose of training for better work in the Sunday school. 
These classes would continue for ten weeks. This is an ideal 
method of doing training work; sufficient time is allowed 
for pupils to study thoroughly the textbooks besides the time 
is most propitious for a meeting for this purpose. Care should 
always be taken not to interfere with the Training Union. 

(2) Supply the place of absent teachers. 

The work of training teachers and supplying teachers should 
go hand in hand. In very large Sunday schools especially, a 
number of teachers are needed every Sunday to take the place 
of absent teachers. While it is primarily the business of each 
department superintendent to have prepared teachers to supply 
the places of absent teachers, at the same time the effective 
thing would be to have some one charged with the task of hav- 
ing these teachers ready to do real teaching. This may be 
done by having in training the people who have teaching gifts 
and qualifications; also by having them attend the weekly 
teachers* meeting. 

(3) Supply new teachers. 

In growing Sunday schools new teachers are constantly in 
demand. A class becomes too large for good work and needs 
to be divided, an attractive, trained teacher should be ready to 
take a part of the class, teach it and build it up. A new class 
needs to be started, a teacher who has been instructed in the 
art of class building, as well as in the science of teaching, 
should be ready to be added to the teaching force and assigned 
the task of building this new class. 


4. Super intend eni of Equipment. 

Every Sunday school should have a sufficient v^orking equip- 
ment to enable all the officers and teachers to do their best 
work. This phase of the work presents a great need in the 
majority of Sunday schools and, at the same time, it often 
opens a fine field of service for some one. 

Officers, teachers, and classes should not be expected or al- 
lowed, personally, to furnish the means to equip the Sunday 
school. It is not fair to them if they are making their con- 
tributions through the regular church channels, as they should. 
Neither is it best for the work to allow classes to build or 
equip rooms and claim them as their personal property, which 
they would naturally feel that they had a right to do. 

The church should provide the building and all of the 
material needed for use in the entire Sunday school, from the 
Cradle Roll to the Extension department. 

Often the best way to bring this about is to elect a fine, 
liberal, influential man, maybe a deacon, to the office of 
Superintendent of Equipment, and to him should be submitted 
written requests for everything in the way of working equip- 
ment (not regular supplies) . After conferring with the pastor 
and superintendent and assuring himself of the need of such 
things, he would take the necessary steps for securing them. 
To this man the task of seeing that the building is in perfect 
order every Sunday morning might also be assigned. 

5. Social Superintendent. 

All members of a church should worship together, work 
together, and play together; and the last should be planned for 
just as definitely and with the same degree of intelligence as 
the first and second. 

The pastor and the superintendent should seek the best man 
in the church to lead in the social activities of the Sunday 
school and have him elected for that particular work. He 
should be known as an associate superintendent and designated 
as Social Director of the Sunday School. 

It goes without saying that he should have the earnest, 
whole-hearted support of the pastor and superintendent at all 


times, with whom he should work in closest co-operation. He 
should never mature and announce his plans without their 
sympathetic and enthusiastic approbation. 

Likewise, the co-operation of the department superintendents 
and teachers will be absolutely essential to his success in di- 
recting the social life of the Sunday school in such a way as 
to provide for the enjoyment of all. 

The planning should be so intelligent that none in the entire 
Sunday school would be neglected or overlooked and it should 
be so thorough that all conflicting dates and confusion result- 
ing therefrom would be avoided. The planning should in all 
cases be done at least three months in advance, and, indeed, it 
will be necessary to look a year ahead in maturing some of the 

( 1 ) Class and inter-class socials. 

He should co-operate with teachers and class officers, being 
able to suggest plans for entertainment to meet the needs of a 
Junior or Intermediate class of boys or girls, or classes of men 
or women in the Young People's and Adult departments. 

(2) Department socials. 

The social superintendent should plan with the department 
superintendents for a social in each department at least quar- 
terly. He should know the leaders among the teachers in the 
lower grades and the leaders among the pupils in the higher 
grades and should be able to enlist and utilize them in providing 
ing wholesome fun for all. 

(3) General Sunday school social. 
a. Annual indoor social. 

If the building is at all suitable, a great social occasion should 
be provided and a special effort put forth by pastor, superin- 
tendents, and all the officers and teachers to co-operate with 
the social director to secure the attendance of every member 
of the church and Sunday school and their families. 

First, a very brief general program should be rendered, and 
then, for the best results, those attending should be separated 


into departments, where suitable games should be provided and 
refreshments served to all. 

b. Annual picnic. 

An annual outing should be planned for the entire Sunday 
school if a suitable place for such an occasion is easily acces- 

Transportation should be provided for all. The social 
superintendent should have the support of the pastor and gen- 
eral superintendent in doing this. Direct leadership will natur- 
ally fall upon the department superintendents, teachers, and 
class officers, all of them co-operating fully with social super- 

(4) Playground. 

The social superintendent can greatly enhance the attractive- 
ness of the Sunday school by providing a playground for the 
children and an athletic field for the young people when it is 
possible to secure suitable grounds. Simple appliances may 
easily be provided in the way of swings, rustic seats, tennis 
courts, croquet grounds, and so forth. 



(In teaching this chapter, the teacher and each pupil 
should have a copy of the Sunday School Board's book- 
let, "How to Install and Operate the Six Point Record 

An efficient Sunday school secretary is absolutely essential 
to the highest Sunday school success. He is the superinten- 
dent's right-hand man. The secretary is the bookkeeper of the 
Sunday school. Through his hands pass all the mistakes of 
practically all the teachers, class secretaries, and department 
secretaries, and he must smooth them out. 

The secretary is the real burden-bearer of the Sunday school, 
giving more real sacrificial service, perhaps, than any one in the 
Sunday school and receiving less in the way of public recog- 
nition and credit for his services. The secretary's work is 
unseen by the great majority of the people and his work is 
taken as a matter of course. 

A good system of Sunday school records in the hands of 
an efficient secretary is a great Sunday school builder. 

Let us note some of the qualifications of a good Sunday 
school secretary. 

I. Qualifications of the Secretary. 

If possible, he should have had some bookkeeping experience ; 
this v^ll not only fit him to do his work properly but also give 
him an appreciation of the value of accurate, well-kept records. 
The secretary should also be able to use the typewriter. This 
is not essential, but in operating a modern system of Sunday 
school records it is of great advantage. The enrolment cards, 



class cards, and monthly report cards should all be made out 
on a typewriter if it is possible to do it. 

II. General duties of the secretary 

1. Order the Literature. 

Thirty days before the quarter closes the secretary should 
order the literature for the next quarter. These orders should 
always be made out on an order blank furnished by the Sunday 
School Board. The secretary should always keep a supply 
of these on hand. This serves two purposes: it saves writing 
letters, and reduces the chance of making mistakes when orders 
are filled. 

The order for each quarter's literature should be made up 
by the secretary, in co-operation with the department super- 
intendents and secretaries. It should then be passed on to the 
superintendent for his checking and approval. After taking 
an inventory of the literature and supplies on hand, the sec- 
retary should order the literature immediately, always keeping 
a copy of the order. 

A "standing order" for literature should be avoided unless 
it is increased or reduced each quarter according to the need of 
the school. The secretary should always order the literature 
for the entire Sunday school — for each department and class 
— and all correspondence concerning the literature should be 
in his name. 

If possible a postoffice order or a check should always 
accompany the order to pay for the literature. The money 
to pay for the literature should be gotten from the treasurer 
and a receipt given for it. By pursuing this policy the 
expenses of many Sunday schools will be greatly reduced and 
endless mistakes and misunderstandings will be avoided in 
connection with ordering the literature. 

2. Care for the Literature. 

When the literature arrives it should be checked against the 
invoice; if there are any mistakes, they should be rectified 
immediately. As soon as the literature is carefully checked off 
it should be filed in the cabinet, for that purpose, by depart- 
ments and grades. The secretary should arrange the literature 


and supplies for each department and class in order so as to 
avoid haste and confusion when the time arrives for its dis- 

On the last Sunday morning in the quarter the department 
secretaries should call at the office or desk of the general sec- 
retary and get the necessary literature and supplies for the 
different departments. This should be given to the officers, 
teachers, and classes, being certain that every one is properly 
supplied. In small Sunday schools the teachers would secure 
the literature and supplies direct from the general secretary. 

In large Sunday schools which have libraries and efficient 
librarians, the secretary would order and check up the litera- 
ture and turn it over to the Ubrarian, after which his responsi- 
bilities in connection with the literature would cease for that 

3. Keep the Records. 

A complete record should be kept of the work of every 
member of the Sunday school, beginning with the day he be- 
comes a member. It is the secretary's business to see that this 
is done. 

( 1 ) He should see that pupils are enrolled. 

When a new pupil joins the Sunday school he should be 
classified and enrolled in the department and class where he 
properly belongs. The secretary should see that this is properly 
attended to. 

Many Sunday schools do not have a roll of the membership 
of the school except as shown by the books of the teachers, 
which are as a rule incomplete. TTie Sunday school roll 
should show accurately how many members belong to the 
school, the name, address, and age of each one, and whether 
or not they are Christians. All this information about each 
pupil is essential if the school would be able to minister to the 
needs of each one in the highest sense. Classification Slip, 
form 1 0, cut of which is shown on page 1 1 9, should be used 
in securing this information about every member of the school. 
The information secured should be transferred to a permanent 


enrolment card and filed in the office of the Sunday school 


Croap Date 


Resideace Address Pbone. 

Basincss Address Pbonc 

Age Birthday Are yoo a Cbristiin?. 

Are Yoo a Cburcb Member? Wbat Cbnrcb? 


.Grade Department 

. — _ — - — ^ — . Tetcbet 

Mikr ODt ID duplioif. The original to be signed itnme<ii Qelf and itiarneJ to tlaiiifitailoQ 
cfiict. Tbr dnpliiaic lo be kepi by lb< teacbet. 


(2) He should see that reports are secured. 

The secretary should secure a report from every member at- 
tending the Sunday school every Sunday morning. These 
reports should, by all means, be accurate and should show what 
each member of the school is doing in complying with the re- 
quirements made by the school and embodied in the system of 
records used in the school. The contents of these reports 
and the best methods of securing them will be brought out in 
the discussion of the records later on in this chapter. 

(3) He should keep the records. 

Not only should the secretary provide for securing accurate 
individual reports on Sunday morning, but also for transferring 
them speedily to permanent forms and carefully fiHng them. 
They should be kept in such a manner as to show at all times 
the exact standing of every pupil, class, and department, and 


also of the entire Sunday school. They should also show how 
each officer and teacher is doing his work and attending to 
the duties involved in his position. 

(4) He should make reports. 

No matter what information Sunday school records may 
carry, what its nature is, or how skilfully the records may be 
kept, their chief value will be found in their being intelligently 
exploited. Therefore, the secretary should keep the entire 
Sunday school informed as to the standing of every member of 
the school as shown by the records. 

As to the kind of reports that should be made and when 
they should be made, all of these important matters will be 
brought out in the following discussion of the record system. 

III. The six point record system 

The average Sunday school has no adequate system of rec- 
ords. The number present and the amount of the offering are 
the chief points of interest and emphasis, and aside from these 
two things there is no requirement made of either teachers or 
pupils which would indicate that the Sunday school is a real 

The Sunday School Board's Six Point Record System not 
only makes requirements on these two points but it also makes 
four other requirements of Sunday school pupils. These re- 
quirements on which Sunday school pupils are graded with the 
value of each, are as follows; 

Attendance 20 

On Time 10 

Bible Brought 10 

Offering 10 

Prepared Lesson 30 

Preaching Attendance 20 

Total 100 


1. The Value of the Six Point Record System. 

( 1 ) To the pupils individually. 

The Six Point Record System is a character builder if 
properly operated. It requires every member of the Sunday 
school to do the six definite, reasonable things set out. The 
doing of these six things with regularity is bound to exert 
a powerful influence for good upon the life and character of 
any one, either young or old. Let us take a brief look at each 
point and try to get something of the spiritual value to Sunday 
school pupils who regularly do these things. 

Attendance. — Certainly regular attendance upon the ses- 
sions of the Sunday school is most desirable. Its value to the 
pupil cannot be estimated. Its influence upon his life is not 
only good for time, but the eternal destiny of hundreds of 
thousands of Sunday school pupils has been fixed by their 
regular attendance upon the Sunday school. When properly 
worked, the Six Point Record System will greatly aid in cor- 
recting irregularity of attendance on the part of many Sunday 
school pupils. It will keep the pupil face to face with his 
own record. It will also keep the officers and the teachers 
informed and will help in regulating the attendance of the 
members of the school. 

On Time. — Some one has said, "One who is habitually 
late in meeting his engagements cannot long maintain his self- 

The Six Point Record System, if correctly used, will aid in 
a great way in correcting the habit of tardiness which has 
already been formed in the lives of many Sunday school 
pupils, and instil into their lives instead the habit of prompt- 
ness, which is such a valuable business asset and also an asset 
of equal value in the formation and building of character. 

Bible Brought. — The Six Point Record System helps to 
put the Bible in its proper place as the textbook of the Sunday 
school. Pupils should bring their own Bibles to the Sunday 
school and the Six Point Record System requires that they 
shall do so. Any Sunday school that will put in the Six Point 
Record System and get back of it will soon have a real Bible 
school with the Bible in evidence in the sessions of the Sunday 


school. Certainly Sunday school helps have an important 
place in the work of the Sunday school, but it is not intended 
that they shall take the place of the Bible. The Six Point 
Record System puts great emphasis on Bibles being brought 
to Sunday school. Surely, the desire is that pupils shall have 
their own Bibles, use them in lesson preparation, bring them 
to Sunday school, and use them during the Sunday school 

Offering. — The habit of making an offering to the Lord 
every Sunday by boys and girls and men and women, pos- 
sesses a spiritual value of inestimable worth. Of course, 
to be of high spiritual value and worth as a character builder, 
it must be a voluntary matter. 

The Six Point Record System makes no demands at this 
point, or elsewhere for that matter, but its chief value lies in 
that it is used as a "gentle reminder" of one's obligation 
and serves as a guard against neglect. The Six Point Rec- 
ord System is an aid in giving the Sunday school pupil the 
correct attitude toward the money question and assists him in 
forming the habit of giving regularly "on the first day of the 

Prepared Lesson. — Certainly it should not be thought un- 
reasonable that Sunday school pupils should prepare their les- 
sons every week. They are in Sunday school to learn and 
the entire responsibility in this matter should not be placed 
upon the teachers. Sunday school pupils ought to study, and 
indeed they must study if they make much progress in Bible 
knowledge and usefulness. 

The Six Point Record System keeps this obligation before 
the pupils continually and brings them face to face with the 
requirement every Sunday morning. "Line upon line, precept 
upon precept, here a little and there a little," is necessary today 
to induce people to study their Bibles. As a method of aid- 
ing in securing Bible study, the Six Point Record System is 
a success when correctly employed. 

Preaching Attendance — Weekly attendance upon the 
preaching service on the part of Sunday school pupils is of 
the utmost importance. They should all attend for what the 


preaching service can and should mean to their lives. The 
message of the teacher should be re-enforced by the message of 
the preacher. In this way, the teacher and preacher are work- 
ing together for the good of the pupil. Sunday school pupils 
who habitually go from the Sunday school into the preaching ser- 
vice do not long remain out of Christ. The teaching and the 
preaching service together are essential to the best develop- 
ment of Christian people, both young and old. The Six 
Point Record System is a great aid in bringing all these 
things about, if properly interpreted, understood, and utilized. 

(2) To the Sunday school as a whole. 

The Six Point Record System is a Sunday school builder. 
It will make any Sunday school using it a better school. It 
will also make any Sunday school that uses it a larger school. 
Making sensible requirements of people in religious matters 
does not drive them away, but on the contrary, all experience 
teaches that the better and more efficient we make our 
churches and Sunday schools the wider will be their influence 
in attracting people to them. 

The Six Point Record System means a bigger and better 
Sunday school in all cases where it is correctly operated. 

(3) To the teachers. 

The Six Point Record System will prove a great aid to 
Sunday school teachers in getting work done. They should 
understand thoroughly its requirements and see that all their 
pupils are informed concerning these also. They will not 
need to spend much time urging pupils to meet any particular 
requirement. They should set before their pupils the 100 per 
cent pupil as the ideal, and the ideal class as a 1 00 per cent 
class, and create a desire on the part of pupils and class to 
attain the highest point of efficiency. This will prove to be a 
strong incentive in calling out the best in their pupils. Teachers 
will thus find the Six Point Record System a real help in the 
solution of most of their problems. 


(4) To the officers. 

There are many advantages of the Six Point Record Sys- 
tem to the officers. However, only three of these w^ill be 
emphasized here. 

a. li sets out a program of work for the Sunday school. 

It is of great value to the officers to have held constantly 
before their eyes and the eyes of the teachers and pupils these 
six valuable requirements. It serves as a program of work. 
It shows what every one should do. In fact, in the Beginner 
and Primary departments and classes its chief value lies in 
that it presents a program of work to officers and teachers; 
the pupils are too young to appreciate its value to them. 

b. It serves as a means of getting the work done. 

That is to say, it is an effective method of carrying out 
the program of worth-while things which it sets out in such 
a definite way. It puts into the hands of the officers, and, for 
that matter, the teachers and pupils also, the instrument with 
which to accomphsh the work. 

c. // serves as a means of showing what is being done. 

Pastors, superintendents, and all may know what is being 
done by every pupil, teacher, and officer in the Sunday school 
by the use of the Six Point Record System. Well-kept records 
and intelligent reports, weekly and monthly, will keep all in- 
formed concerning what the Sunday school is doing. They will 
show the strong points in the Sunday school, likewise the 
weak pK)ints, thus bringing the officers face to face with their 
real problems and putting them in position to solve them. 

2. How to Put the System into the Sunday School. 

(1) Master it. 

Let the superintendent secure from the Sunday School 
Board a supply of the booklet, "How to Install and Operate 
the Six Point Record System." These may be had free for the 
asking. Let him put one each in the hands of every teacher, 
general officer, and class officer. Have them all make a study 
of it, using it for discussion in one or more sessions of the 


teachers' meeting. Let the pastor and superintendent have 
two or three meetings with all the secretaries studying this 
booklet until all thoroughly understand what is in it; then let 
them follow to the letter the instructions secured from the book- 
let. In this manner they will be able to put the system into 
the school in an intelligent way and avoid many mistakes that 
would otherwise occur. 

(2) Install throughout the entire school. 

The Six Point Record System is a complete system of 
records and to get the best results the entire system should be 
installed throughout the Sunday school at one time, and then 
it should be operated according to the instructions contained 
in the literature of the Sunday School Board. Otherwise suc- 
cess wall be at best only partial. It should not be put into a 
department or a class or even into the entire Sunday school 
"to try it out to see if it will work." The only successful 
way is to put it into the entire school with the determination to 
make it work. 

3. Adaptability of the Six Point Record System. 

There is not space in this chapter to go into detail regarding 
the inauguration and operation of the Six Point Record Sys- 
tem. One may secure from the Sunday School Board the book 
entitled The Sunday School Secretary and the Six Point Rec- 
ord System, which all Sunday school officers and teachers 
should study. This book goes into the matter in a thorough 
and exhaustive way, setting out simply and clearly the whole 
matter of the Six Point Record System and the work of 
Sunday school secretaries. 

The Six Point Record System has been adapted for use 
in all kinds of Sunday schools, and below is a list of the 
materials and supplies needed in Sunday schools of the different 

( 1 ) Material and Supplies for Small Sunda]) Schools. 

Form 10, Classification Slip. 

Improved Six Point Class Books for each class. 

Class Report Envelopes. 


General Secretary's Book. 

Forms 90-A and 90-B, PupiFs Monthly Report 

Form 1 1 0-B, New Pupil's Information Card. 
Forms 1 1 and 1 1 0-A, Six Point Credits Charts. 

Secretary's Blackboard. 

When desired, form 280, Individual Report Envelope, 
and form 1 00, Superintendent's Monthly Report to 
Church, may be used also. 

(2) Book Form for the Department School. 

Form 10, Classification Slip. 
Improved Six Point Class Books for each class. 
Form 280, Individual Report Envelopes. 
Form 150, Class Report Envelopes. 
Department Secretary's Record Book. 
General Secretary's Record Book. 
Forms 90-A and 90-B, Monthly Report Cards. 
Form 100, Superintendent's Monthly Report to 

Form 11 0-B, New Pupil's Information Card. 
Forms 1 1 and 1 00-A, Six Point Credits Charts. 
General Secretary's Blackboard. 
Department Secretary's Blackboard. 
Forms 160 and 160-A, Department Secretary's 
Report Elnvelope. 

(3) Card Form for the Department Sunday School. 

Form 10, Classification Slip. 
Form 20, Enrolment Card. 
Forms 30, 35 and 35-A, Class Cards. 
Forms 40, 45 and 45-A, Report of Department 


Form 50, Department Officers Record Card. 

Form 60, General Officer's Record Card. 

Form 70, General Secretary's Report Card. 

Form 280, Individual Report Envelope. Form 
280-A, Individual Report Slip. 

Forms 90, 90-A and 90-B, Pupil's Monthly Re- 
port Cards. 

Form 100, Superintendent's Monthly Report to 

Forms 1 1 0-A and 1 1 0, Six Point Credits Charts. 

Form 1 1 0-B, New Pupil's Information Card. 

Form 120, Visiting Report Card. 

Improved Six Point Class Books. 

General Secretary's Blackboard. 

Department Secretary's Blackboard. 



Before discussing the duties of the Sunday school treasurer 
it is deemed advisable to make a brief study of the question 
of financing the Sunday school. Two aspects of the question 
are presented in the very beginning of this study, both of which 
need careful and prayerful consideration. First, How shall 
the funds necessary to run the Sunday school be provided? 
Second, What shall be done with the offerings made through 
the Sunday school? 

It takes money to run a Sunday school, and a large number 
of Sunday schools are suffering because they have not the 
necessary funds to provide needed literature and working equip- 
ment. This situation is due in ninety-nine cases out of a hun- 
dred to the fact that Sunday schools are improperly financed. 
TTie first thing to setde in connection with this matter is to prop- 
erly locate the responsibility for financing the Sunday school. 

I. The church should finance the Sunday school 

In many churches those charged with directing the finances 
of the church, — finance committees and deacons,— concern 
themselves much about janitor service, lighting and heating the 
building, the printing bill, ice water, fans, and so forth, and 
seemingly do not give one thought to the question of providing 
means for teaching the Word of God. They arrange to pay 
large sums monthly for providing music for the service of wor- 
ship, and at the same time not one cent to equip properly the 
officers and teachers of the Sunday school; the Sunday school 
being left to finance itself and get along the best it can. They 
do not seem to recognize their obligation at this point. 



In making estimates of expenditures for the work of the 
church, the obHgation should be considered as sacred and 
binding upon the deacons and finance committee to provide as 
liberally for the support of the Sunday school as for any other 
activity of the church. The Sunday school is the school of 
the church. The officers and teachers are the servants of the 
church, engaged in the highest, mightiest work of the church 
next to that of preaching the gospel by the pastor, and it is 
encumbent upon the church to provide all the needed equip- 
ment to enable the officers and teachers to do their work in the 
best manner possible. 

In financing the Sunday school, let us consider some neces- 
sary things the church should provide and pay for. 

1 . A Place to Teach. 

Suitable buildings should be erected by the church, adequate 
to the needs of the entire Sunday school situation. Officers, 
teachers, and classes should not find it necessary to build rooms 
in which to work. 

2. Working Equipment. 

The church should provide the necessary working equip- 
ment for each department and class, such as chairs, black- 
boards, maps, musical instruments, song books, study course 
books, a good library, and any and all other needed facilities 
which would enable the officers cind teachers to do their work 
and attend to their duties. 

3. Literature. 

The church should provide the Sunday school liberally with 
all the literature needed by pupils, teachers, and officers. Extra 
lesson helps for the officers and teachers should be paid for 
out of the church treasury. 

4. Teachers* Meeting Expense. 

A reasonable amount expended by the church in maintaining 
a good teachers' meeting is one of the best investments any 
church can make. Whenever necessary a good wholesome meal 
should be served weekly to all the officers and teachers, enabHng 
them to come together to study and plan for the Sunday school. 


Other expenditures may be necessary in connection with this 
meeting, all of which should be paid out of the church treasury. 

5. Socials. 

The church should look after the social life of the entire 
church membership and of all the young people and children 
in the Sunday school who are not members of the church. The 
church should provide for a reasonable social program to be 
put through by the Sunday school with this end in view, and 
the necessary funds should be provided out of the church 
treasury for this purpose. 

6. Paid Workers for Full Time. 

Many churches are employing men and women to devote 
their entire time to the Sunday school. Some churches have 
two or more of such workers. 

{]) A Superintendent or Educational Director. 

It requires time to run a Sunday school and few busy men 
find that they can spare the time from their business necessary 
to make the school what it ought to be. Therefore, to meet 
the demands created by their Sunday school situation, many 
churches are securing superintendents or educational directors 
and paying them reasonable salaries to devote their entire 
time to the work of the Sunday school and the Training Union. 
Other churches employ men for their full time, combining the 
duties of superintending the Sunday school and directing the 
music; while still other churches employ men to look after the 
Sunday school and the finances. Where it is possible it is 
always best to keep these duties separate ; many large churches 
are employing men for their full time for each of these duties. 
In many situations, however, it is found practical and highly 
resultful to combine two of these activities. This is practical in 
scores of churches with limited membership. 

(2) Sunday School Secretary. 

One of the most valuable workers any church can employ 
is a full-time paid Sunday school secretary. Frequently the 
duties of the Sunday school secretary are combined with those 
of * 'church secretary" to good advantage. Sunday school 


records are rarely handled skilfully by a volunteer secretary; 
they require more time than the majority of such secretaries can 
devote to the work. Scores of churches of even four and five 
hundred members should have church secretaries, part of their 
work being to handle the records of the Sunday school ; while 
many large churches need Sunday school secretaries for full 
time to devote all of their time to the records of the Sunday 
school and other duties in connection with the position of a full- 
time Sunday school secretary. 

In closing this pari of this discussion wc desire to say with 
great emphasis that a good Sunda]) school properly financed is 
never a financial liability, hut on the contrary it is always a 
financial asset. 


1 . A Sunday School Budget. 

This should be agreed on by the pastor, Sunday school 
superintendent, deacons, and finance committee. Everything 
needed by the Sunday school should be included in this budget. 
The pastor, superintendent, and all department superintendents 
should make lists of all things needed, their cost should be 
estimated, and the church should vote the budget. Should 
the needs of the school, like a growing family, demand an 
increase in expenditures before the year is out the increase 
should be granted. 

2. The Sunday School Offerings. 

The entire offerings from the Sunday school should go into 
the church treasury. All the members of the Sunday school 
should understand that all their offerings through the Sunday 
school go into the church treasury and are used for 
furthering the work of all the activities of the church. 

3. Advantages of This Method. 

( 1 ) Increased offerings. 

When Sunday school pupils understand that they are mak- 
ing contributions to the entire work of the church, their offerings 


on Sunday morning will take on a new meaning to them. As 
a result they will become more regular in their offerings and 
likewise more liberal. This is the testimony of pastors and 
churches following this method of Sunday school financing. 

(2) An increased sense of their responsibility by officers 
and teachers. 

This will inevitably result. The officers and teachers will 
very naturally think more of their work and be more faithful 
in the discharge of their duties when they know that the church 
is supporting the Sunday school financially and providing them 
with the necessary means and equipment to do their work. 

When the church is giving financial support to the Sunday 
school, the pastor and superintendent can then make reasonable 
requirements of the officers and teachers concerning their regu- 
lar and prompt attendance upon the sessions of the school, the 
weekly teachers* meeting, and also their better preparation for 
discharging the duties involved in their respective positions. 

(3) An increased appreciation of the Sunday school by 
the church. 

For a long time the Sunday school has rested too lightly on 
the minds and consciences of many deacons, finance commit- 
tees, and churches generally. However, this condition is rapidly 
being changed as pastors are leading the churches to assume 
financial responsibilities for the Sunday school. This action 
puts the church back of the Sunday school and very naturally 
the church will think more highly of the Sunday school as a 

(4) An increased appreciation of the church by the Sunday 

The Sunday school is a church activity, and not an organi- 
zation or agency separate and apart from the church. This 
is a fact and may be stated with great emphasis. However, 
as long as the Sunday school is left to finance itself and pay 
its own bills, it will be difficult to convince the people that it 
is really true. But the moment a church takes over the finan- 
cial responsibility of the Sunday school, there is no need for 
further evidence. Every one will be convinced that the 


church regards the Sunday school as a part of its work and 
the members of the Sunday school generally will recognize that 
all of the interests of the church have a claim upon them. 

III. The SUNDAY school may finance itself 

Churches are more and more pursuing the scriptural method, 
just discussed, of financing their Sunday schools, and it is 
desirable that all churches shall speedily adopt this policy^. 
However, it is regrettable that a great many churches are not 
ready to do this now; but they are not. Should the Sunday 
schools in many churches depend upon the churches to finance 
them, they would suffer for lack of funds to purchase litera- 
ture and other needed supplies and, indeed, many of them 
would have to disband and go out of existence. 

Until the highly desirable plan outlined above can be adop- 
ted, a great army of Sunday schools will have to go ahead for 
many years, it appears, using their offerings to provide the 
necessary literature for their members, and in many instances 
also providing the needed working equipment. In order to 
get the best results in financing the Sunday school after this 
method, two suggestions will be made. 

]. All Sunday School Offerings Should Co Into the Sunday 
School Treasury. 

All the money contributed by the pupils in each department 
and class should go into the regular Sunday school treasury. 
This is essential for the highest prosperity of the Sunday 
school, both financially and spiritually. 

No class or department has a right to hold out a part of Its 
offerings on Sunday morning to be devoted to private uses. 
This is the deplorable custom of many adult classes of men 
and women; and in some schools the practice is indulged In 
by classes in the Young People's department, and even by 
Intermediate classes. This custom should not be tolerated at 
all and, wherever the custom is in vogue, it should be dis- 
continued speedily. No class or department pursuing a policy 
independent of the regulations of the constituted authorities 
should be permitted to use the property of the church. TTie 


pastor, superintendent, treasurer, department superintendents, 
and teachers should get together and agree upon a sensible 
financial policy for the guidance of the Sunday school and 
then the entire school should conform to that policy. This 
should be done without delay; the sooner the matter is settled 
the better for all concerned. 

2. Methods of Receiving the Offering. 

Any Sunday school that will put in the Six Point Record 
System and properly use the regular Six Point Individual Re- 
port Envelopes, Form 280, for securing reports, will not lack 
for necessary funds to operate the school. This envelope 
should be used in the entire Sunday school, beginning with and 
including the Junior department. 

Under no circumstances should offerings and repKjrts be 
taken up at the door by secretaries and others. This should 
always be done in the class, under the eyes of the teachers, 
otherwise the spiritual value of the offering and the oppor- 
tunity afforded the teacher for teaching much-needed lessons 
in connection with the offering are both lost. 



SUNDAY 193. 

•- S 




The record of pupil in- 
dicated hereon snould 
be promptly rransfcTTed 
ro the clasj cifiti and the 
rcpolT completed. 
Form 280 

Nashville, Teon. 

If Visitor, please give 
honi« address 

Ajiswer Eacb QucBtiop "y pg' 










FORM 280 Baptist Sunday School Board, Nashville, Tenn. 

Now, let us turn to the Sunday school treasurer and see 
his part in financing the Sunday school. 


IV. The treasurer's duties 

In doing his work in directing the financial policy of the 
Sunday school, the treasurer must keep step with the pastor and 
superintendent. Frequent conferences will be necessary in 
order to avoid overlapping of duties and misunderstandings. 
The following suggestions are made to assist the treasurer in 
properly understanding and discharging his duties. 

1 . Recehe and Disburse the Funds. 

( 1 ) Receive the offering from the secretary. 

He should always be ready at the proper time to relieve the 
secretary of the Sunday morning offerings. He should see 
that it is correctly counted and he should always give the 
secretary a receipt for same. 

(2) Pap the bills of the Sunday school. 

The treasurer should pay all the bills of the Sunday 
school promptly on presentation when properly indorsed. He 
should always secure a receipt for all money paid out and 
file same for reference when needed. 

2. Educate the Sunday School in Missions. 

Baptists have a well defined, worldwide missionary pro- 
gram which should be understood by the entire Sunday school 
constituency; the treasurer may co-operate with the pastor, 
superintendent, and department superintendents and lead in 
keeping this missionary program before the Sunday school con- 
stantly. There are a number of simple, practical means which 
may be employed for accomplishing this: 

( 1 ) Make much of the regular lessons on m.issions. 

Both the Graded and Uniform Lessons contain many special 
missionary lessons during the year; the treasurer may inform 
himself concerning these and plan with the officers and teachers 
in making them attractive and effective. He may see that 
maps, charts, and appropriate and striking posters are provided 
for teaching these lessons. 


(2) Feature the Calendar of Denominational Activities in 
the Sunday School. 

The Calendar of Denominational Activities has already been 
referred to under the superintendent's work. The treasurer 
may have the responsibility of leading the Sunday school in 
adopting and fostering this Calendar; thus making it a great 
success in the matter of imparting missionary information to the 
entire school. Where the special occasions provided for in 
the Calendar are properly planned they may be made inter- 
esting to all. 

The o Bering should be carefully planned and every member 
of the Sunday school should have an opportunity to make an 
offering to each cause. 

(3) Give attention to the missionary section of the church 

There is a feeling abroad in the land that the church 
library is coming back. The Sunday school treasurer, if he 
would fulfil his highest prerogative, may find an opportunity in 
co-operation with the librarian to assist in making the church 
library attractive and helpful by giving time and thought to 
building a great missionary section in it. By keeping in close 
touch with our General Boards he may keep informed con- 
cerning the choicest books on missions which are coming from 
the presses in large numbers, copies of which should be secured 
and placed on the shelves of the church library. 

(4) Circulate Home and Foreign Fields. 

The treasurer may become the agent for Home and Foreign 
Fields and do his best to secure a subscription for this journal 
in every home connected with the Sunday school. He should 
secure the co-operation of the W.M.U. and the Training 
Union in doing this. This magazine is most attractive in both 
make-up and contents and will please and interest our people 
if it is put into their hands. 



In considering the work of the church librarian, it will per- 
haps be best to study first the need for a church library. The 
question is frequently asked, Is there need for a church 
library in this day of good public libraries? This question 
we would unhesitatingly answer in the affirmative, for the fol- 
lowing reasons: 

First, a large majority of our people are not in reach of 
public libraries; second, good and excellent as public libraries 
are, they do not contain many of the books our Baptist boys 
and girls and men and women should read and study. Besides 
there are other good reasons which would justify a church in 
building emd maintaining a first-class library. Let us exemiine 
some of them. 

I. Need for a church library 

1 . The Majority of Homes Do Not Possess Many Books, 

Large numbers of the Sunday school membership come from 
homes which do not have many books; many of the children 
and young people in these homes hunger for knowledge of 
books and would welcome an opportunity to read good books 
if they could get them. One good book has changed the whole 
current of the life of many a boy and girl. Scores of Sunday 
school pupils will not go to the trouble of going to the public 
library for books, but they v^ll take them from the church 
library. The churches should supply this deficiency by provid- 
ing good libraries filled with the best books for the children in 
these homes. 

2. The Majority of Our People are not in Reach of Good 
Public Libraries. 

Many towns, villages, and country communities have no 
public libraries and the school libraries are necessarily limited 



in supplying the needed books. The church hbrary should offer 
these young people just the books they ought to read. This 
is a wide-open door of usefulness which should be entered im- 
mediately. The opportunity is great and unlike many oppor- 
tunities it is presented to us daily. 

3. Our People Need Special Training. 

Public libraries do not contain the books our people need 
for their preparation for Christian service. Neither do the 
homes provide for the religious training as they should. Re- 
ligious training has been transferred from the homes to the 
churches. Therefore, it behooves the churches to provide all 
the books needed for the deepening of spiritual lives and for 
equipment for Christian service. Suggestions will be made later 
on in this chapter concerning different kinds of books needed for 
this purpose. 

4. To Counteract the Influences of Bad Literature. 

We have already seen in this study that by far the larger 
per cent of our young people are not reading and studying good 
books; many of them come from homes which do not have 
many books, while a vast number of others live in communi- 
ties that do not have public libraries. Yet at the same time 
there are forces at work supplying people with books and other 
forms of literature not fit for them to read, but they are read- 
ing them. If any one doubts this, let him investigate the matter 
for himself and he will be shocked at what he discovers. 

All kinds of immoral, unclean literature is attractively dis- 
played for sale at thousands upon thousands of news stands over 
the country. The people buy it and read it. Besides that, 
pernicious literature is widely distributed both in cities and in 
rural sections. In the larger cities it is placed upon the doorsteps 
of the homes and handed to the children on their way from 
school. The addresses of teen-age boys and girls in the country 
communities are secured in some way and it is mailed to them. 
We need to arouse ourselves and provide our people with good 
reading matter which they will read. One of our leaders, E. C. 
Routh, writing upon this subject, has said: 


"We must counteract the influence of unclean literature. 
Hundreds of presses are working night and day turning out 
immoral books and periodicals which are being circulated by 
the millions throughout the United States. Our young people 
are reading this literature and their lives are being poisoned. 
At the very time when Christian people ought to be most 
aggressive in disseminating the right sort of literature, we are 
doing very little. We have not realized the peril. Many of 
our homes fail to discriminate, and admit cJl sorts of literature." 

II. Books for the church library 

We have gathered from the foregoing discussion something 
of the character of books that should fill a church library: 
First, books fit for young people to read; second, books that 
the young people need to read for special training ; third, books 
that young people will read. 

1 . Cood Books. 

Certainly any book fit for the young people to read may 
have a place in the church library. This would admit good 
wholesome fiction, books of travel, of biography, story books 
for children, and the best books on every subject of interest to 
young people. 

2. Books for Special Training. 

This would include books for the devotional life, on Chris- 
tian service, on soul-winning, on missions, on stewardship, on 
Baptist history and doctrine, on Sunday school work, on 
Baptist Training Union work, on W.M.U. work and books 
deahng with all phases of the work of the denomination. Cer- 
tainly, all of the regular study course books should be in the 
library. Also, reference books for teachers and leaders should 
be included. The field is wide and much care should be had 
in study and selection. 

3. Books that Young People Will Read. 

There are many books in the above classifications that will 
please and thrill all of the children, boys and girls in their 
teens, and also the older young people, as well as their fathers 


and mothers; however, space is too brief here to catalog 
them. Classified lists will be sent upon request to the Baptist 
Sunday School Board. 

III. Working equipment 

Suitable quarters should be provided for the librarian; also 
adequate equipment such as desks, shelves, reading tables, 
chairs, bulletin board, supply cabinet, filing cabinets, and ample 
supplies of all kinds. If possible a reading room should be 
provided in connection with the library. 

One church with no paid workers observes Friday evening 
as social evening. The pastor is always present, also some of 
the deacons, Sunday school superintendents, many of the 
teachers and women of the church. The young people and 
children come in numbers and have a good time generally. It 
is the usual time for exchanging books. 

IV. Duties of the librarian 

We are now at the crucial point of this study. Not one in 
one thousand churches has a library and if they are to have 
them they will have to be built, which brings us to the first 
duty of the librarian. 

1 . Build the Library. 

It takes money, time, intelligence, and energy to have a good 
church library. The librarian, of course, will have to assume 
the leadership in building one. She should have the following: 

( 1 ) ^ library commiiiee. 

This committee should be composed of the librarians, the 
pastor, the Sunday school superintendent, the Baptist Training 
Union director, the W.M.S. president, the Brotherhood presi- 
dent, and chairman of the board of deacons. Or, if not the 
heads of these organizations, at least a well-chosen representa- 
tive from each one of them. 

This would give the librarians a fine point of contact with 
the leaders of all of the activities of the church, assist in co- 
ordinating the working forces, and result in building a central- 
ized hbrary that would prove most effective. 


(2) A library fund 

There should be a special library fund. This fund may be 
appropriated by the church and the library included in the 
church budget at its beginning. It should be supplemented 
from time to time in a systematic way, as new books should be 
added to the library constantly. Two ways of supplementing 
this fund are suggested. 

a. Library day in the Sunday school. 

A possible method would be to set apart a day for this 
cause in the Sunday school each month and designate it as 
Library Day, the entire offering to be used for this purpose. 
Or, a special offering apart from the regular offering could be 
taken. Many Sunday schools are utilizing this method of 
financing their church libraries and all testify that they have 
sufficient funds to support the library and to provide other 
needed material and equipment for the church. 

b. Annual book social. 

There is nothing saner, simpler, and finer than an annual 
library or book social for the purpose of supplementing the 
library fund if it is properly safeguarded. The fact is, this is 
a good way to begin building a library. It will arouse the 
interest of the entire community and gain the sympathetic co- 
operation of the entire church membership in the enterprise. 

The following is a description of a book social, given by 
one of our churches and presents practical plcins and suggestions 
that may be of value to others. We quote: 

"The necessary committees were appointed (Book, Invita- 
tion, Program, Social) and set to work, vsath the result that 
an invitation went out to the various families in our church 
urging them to come and bring a certain book or the price 
thereof. The book and price were specified in the invitation, 
which was written in rime. 

"Of course, the shower was announced in our church bulle- 
tin and by our pastor several weeks in advance, and these an- 
nouncements were made as interesting as possible. 

"It being near Missionary Sunday in our Sunday school, 
the book committee decided it would be best not to ask too 


much of our friends, so in very few cases did we ask for a book 
costing more than fifty cents. There were some we wanted 
which cost more than that, but we divided the price among two 
or three. 

"On the night of the 'shower' members of the various com- 
mittees were on hand early to take care of their duties, the 
social committee to label each person and make a list of the 
books our guests represented, giving each one a number and 
pinning it on with his name. Each one present was then given 
a pencil and slip of paper and told to guess the books repre- 
sented. To illustrate: One young lady wore a red rose, repre- 
senting "So Red the Rose"; another wore silver slippers, 
representing "Silver Slippers"; another a lavender crepe- 
paper dress trimmed with lace, being "Lavender and Old 
Lace"; a young man came dressed to represent Tom Sawyer, 
and so on. This proved a very good method of getting the 
folks acquainted, as every one was soon busy. 

"The book committee was there to take care of the books 
and to make a list of them and those bringing them. We did 
not receive books altogether as some guests did as suggested on 
our invitation, and "just brought the price." 

"After allowing a reasonable length of time for guessing 
the books represented, the following book games were played: 

Guessing game — a review in literature. 
What author is — 

1 . A river in Italy? (Poe.) 

2. A native of one of the British Isles? (Scott.) 

3. An affliction of the feet? (Bunyan.) 

4. The head of the Catholic Church? (Pope.) 

5. A domestic animal and the noise of another? (Cowper.) 

6. Not high, and part of a house? (Lowell.) 

7. A dark mineral and a low Hne of hills? (Coleridge.) 

8. A very tall man? (Longfellow.) 

9. Without moisture and the lair of an animal? (Dryden.) 


Relay book race. 

Two opposing teams line up at one end of room. At signal, 
one from each team walks rapidly (don't let run) to other 
side of room. Each picks up a book, turns to certain page and 
reads first sentence on the page, closes book, places it right side 
up on table, walks back to other side, and so on. In the 
beginning of the race the chairman will give the page number. 
It is fun to make the contestant turn facing teams, when reading 
the sentence. May give prize to winning side. 

Guessing — Bookland animals and birds. 

(Guessed names of animals and birds, not name of book.) 

1. A romance one moonlight night in a pea-green boat? 
(Owl and pussy cat.) 

2. A horse ridden by a famous Southern general? (Trav- 

3. A noted cat that called on the queen? (Puss in Boots.) 

4. A bird that came knocking, tapping, at the door? 

5. A poor, little, despised ugly thing that became a most 
beautiful swan? (Ugly Duckling.) 

6. Rip Van Winkle's faithful companion? (Schneider.) 

7. An industrious barnyard fowl that carried grain to the 
mill? (Little Red Hen.) 

Individual Contest 

Took large book and had contestants guess number of 
pages, without letting them touch it. 

Shakespeare Romance 

1 . Who were the lovers? (Romeo and Juliet.) 

2. What was their courtship hke? (Midsummer Night's 

3. What was her answer to his proposal? (As You Like 


4. Of whom did he buy the ring? (Merchant of Venice.) 

5. At what time of the month were they married? 
(Twelfth Night.) 


6. Who were best man and maid of honor? (Antony 
and Cleopatra.) 

7. Who were the ushers? (The Two Gentlemen of 

8. Who gave the reception? (Merry Wives of Windsor.) 

9. In what kind of place did they live? (Hamlet.) 

10. What was Romeo's chief occupation? (Taming of 
the Shrew.) 

11. What caused their first quarrel? (Much Ado About 

12. What did their married Hfe resemble? (The 
Tempest. ) 

13. What did their courtship prove to be? (Love's 
Labor Lost.) 

14. What did they give each other? (Measure for 

15. What Roman ruler brought about a reconcihation? 
(Julius Caesar.) 

16. What did their friends say? (All's Well That 
Ends Well.) 

The affair was a signal success socially and the library 
received sufficient funds to assure its success. In all in- 
stances those bringing books brought new books and the 
books they were asked to bring. Many brought the price 
of the book suggested in the invitations, one brought five 
and another ten times the price of the books asked for." 

Caution: In giving book socials always ask for good 
books, new books if possible, stating the name of the book 
in each instance; hkewise, the price of the book. Many 
other plans might be originated or secured for book socials. 

2. Operate the Library. 

Library methods cannot be presented here. Suffice it to 
say that approved library methods should be mastered and 
used. Complete information may be had from a study of 
the text The Church Library, by Leona Lavender, which 
book is a part of the new Training Course for Sunday 
School Workers. Also, free hterature can be had from 


the Department of Sunday School Administration, Baptist 
Sunday School Board, Nashville, Tennessee. 

Surely the librarian should master the methods and operate 
the library accordingly. Regular hours should be set, ad- 
vertised, and observed, and the utmost of system and orderliness 


The librarian should be a person of discernment, able to 
elicit the co-operation of other workers in the church in creating 
in the hearts of people a desire for books. She should be given 
the heartiest support by the pastor and the leaders of every 
activity in the entire church. She should be accorded the utmost 
freedom and liberty in taking advantage of all the means at 
hand for giving publicity to the library and calling attention 
to the new books as they are added. The following means 
may be used in doing this : 

1 . The Church Bulletin. 

If the church has a church paper or bulletin, brief, pointed 
statements may be made weekly, or monthly, as the case may 
be, about the new books. 

2. Bulletin Board and Posters. 

Attractive announcements may be put on a bulletin board 
just outside the church door or on the platform in the different 
departments of the Sunday school and Baptist Training Union. 
Attractive posters may be displayed throughout the building, 
calling attention to the new books. 

3. Oral Announcements. 

At intervals the librarian may go before the various meet- 
ings of the church for brief, pointed announcements, emphasiz- 
ing certain books and the particularly attractive features in 

(Of course, where a church library is properly installed and 
conducted, the librarian is a full church ofi&cer. However, the 
discussion offered in this chapter is needed here and is in 
order. ) 



Good music will go a long way toward building and 
maintaining a good Sunday school. On the other hand, poor 
music will render any Sunday school listless, unattractive and 
ineffective in practically every phase of its work. 

This indicates something of the influence which music exerts 
over us. Music affects the entire being, the physical, mental, 
and spiritual. It rests us when we are tired and gives us 
cheer and comfort when we are sad. It is a means of drawing 
us closer to God and, under its sweet spell, many have been 
led to dedicate their lives to his service. Little children and old 
people alike love music, so do the boys and girls and strong 
young people. Let us consider briefly what the Bible has 
to say about music and its uses. 

I. The place of music in the bible 

Music, both vocal and instrumental, has a large place in the 
Bible. By far the longest book in the Bible is a book of 
songs — the Psalms. Another entire book is a song book — 
The Song of Solomon. Many other of the books contain some 
of the most beautiful songs ever sung; for example, Ex. 15: 
1-21, Judges 5, Habakkuk 3, and many others. 

The Bible also enjoins upon us the duty, obligation, and 
privilege of singing and making music. Col. 3: 16: "Let the 
word of Christ dwell in you richly in all wisdom; teaching 
and admonishing one another in psalms and hymns and spiritued 
songs, singing with grace in your hearts to the Lord." Also 



Eph. 5: 19: "Speaking to yourselves in psalms and hymns 
and spiritual songs, singing and making melody in your heart 
to the Lord." 

Also notice how intimately associated in the Bible are 
praying and singing, 1 Cor. 14: 15, "I will pray with the 
spirit, and I will pray with the understanding also: I will sing 
with the spirit, and I will sing with the understanding also." 

From these references, and there are many other similar 
ones, we have seen something of the place of music in the 
Bible. Let us next consider briefly the place that music 
should have in the Sunday school. 

IL The place of music in the Sunday school 

1 . A Means of Praise and Worship. 

Praise and worship should have a very prominent place in 
all our Sunday school services, both before and after the les- 
sons. How simple and natural it is to praise God in song, 
and it is truly one of the best ways of expressing our praise 
and thanksgiving for what he has done for us. Many, who 
hesitate to speak words of thanksgiving and praise in the 
congregation, love to join heartily in the beautiful songs of 
praise and adoration. 

2. The Teaching Value of Music. 

Because of the teaching value of music it should have a 
prominent place in the Sunday school, in each and every depart- 
ment, at each and every service. What does the Scripture say? 
** Teaching and admonishing one another with psalms and 
hymns and spiritual songs"; note some of the great truths and 
lessons taught by some of the songs we know and love to sing. 
Conviction for sin — "In Evil Long I Took DeHght," 
"Wash me in the Blood." 

Repentance — "Pass Me Not," "Out of My Bondage." 
The Cross — "When I Survey the Wondrous Cross," "The 
Way of the Cross Leads Home." 

Grace — "Amazing Grace," "He Leadeth Me." 
Atonement — "The Cleansing Wave," "Whiter Than 
Snow," "Wash Me in the Blood." 


The Person of Jesus — "Majestic Sweetness Sits En- 
throned," "The Great Physician," "Did Christ O'er Sinners 
Weep," "Alas, and Did My Saviour Bleed," "Rock of 

The Name of Jesus — "Glory to His Name," "Blessed be 
the Name," "All Hail the Power of Jesus' Name." 

Love— "Love Divine," "O Love That Will Not Let Me 
Go," "Oh, How I Love Jesus," "I Love Jesus, He's My 

Faith and Trust— * Abide With Me," "Sun of My Soul," 
"My Faith Looks Up to Thee," "Blessed Assurance," and 

Hope and Assurance — "Look and Live," "Blessed As- 

Decision for Christ — "Just As I Am," "I Am Coming, 

Prayer — "Sweet Hour of Prayer," "What a Friend We 
Have in Jesus," "For You I Am Praying." 

The Bible — "Break Thou the Bread of Life," "Lamp of 
Our Feet," "Holy Bible, Book Divine." 

Fellowship — "Blest be the Tie that Binds." 

Praise — "O for a Thousand Tongues," "Jesus the Very 
Thought of Thee, "Praise Him, Praise Him," "Praise God 
from Whom all Blessings Flow." 

Service— "Work for the Night is Coming," "Bringing 
in the Sheaves," "Help Somebody To-day." 

Consolation in Christ — "Asleep in Jesus," "How Firm a 

Heaven — "O Think of the Home Over There," "There's 
a Land That is Fairer Than Day." 

Consecration to Service — "Have Thine Own Way, 
Lord," "Take My Life and Let It Be," "I'll Go Where 
You Want Me to Go." 

Missions — "From Greenland's Icy ' Mountains," "The 
Whole Wide World for Jesus," "Jesus Shall Reign," "Send 
the Light." 

As we study the teaching value of music in the Sunday 
school and reflect upon what we have learned from these and 


hundreds of other songs, about the great doctrines of the 
Bible, we are amazed that we have been careless and indif- 
ferent in planning and providing for the music in our Sunday 

The periods of song and devotion before and after the 
Lesson Period should receive our most careful and prayerful 
attention. No more should it be called the opening and 
closing "exercise" or the "preliminary exercises." Not only 
is the music in the Sunday school a means of worship, and 
not only has it a great teaching value, but good Sunday school 
music presents a wonderful opportunity to sing the gospel to 
the lost pupils in the Sunday school. It may be termed: 

3. Proclaiming the Gospel Through Song 

Multitudes of saved people joyfully testify that they were 
led to accept Christ through the singing of a song; others 
that they were brought face to face with their sin and turned 
to Christ for salvation during the singing of a gospel song. 
The wonderful power for good in good gospel music! Thou- 
sands have been led to Christ through its influence. "The 
Ninety and Nine" and "Where Is My Wandering Boy To- 
night" have been the means of bringing many lost sinners 
back to God. 

The Sunday school presents a most fertile field in which 
and through which the highest powers of good music may be 
utilized most effectively. Let us see how this may be done. 

III. Easy to have good music in the Sunday school 

1 . The Young People Love to Sing 

The children, the boys and girls and young people are in the 
Sunday school. They love music, they love to sing, they 
have good voices, they are in the singing time of life and, with 
just a little planning and guiding, they can all be induced to 
engage in the singing. 

2. Christian People Love to Sing 

The religion of the Lord Jesus Christ is a singing religion 
and the only singing religion. Every Sunday school is com- 


posed chiefly of those whom Christ has saved and they may 
be easily led to praise him in song. 

To be sure, there will have to be a reasonable amount of 
planning done in order to have good music in the Sunday 
school, but it can and should be done by all means. When 
we consider the effect that good music exerts over the young 
people and those who love God, we should plan to give music 
its proper place in all our Sunday school programs. 


By giving special attention to the following four require- 
ments, all Sunday schools may have good music: 

1 . Have a Good Instrument. 

Either a piano or an organ, preferably the former, should be 
furnished by the church to each department. A good one should 
be selected and kept in tune. 

2. Select a Good Song Book. 

A good song book should be selected, one with the old songs 
and the music in it. The Junior boys and girls love the grand 
old songs better than the lighter songs which fill many of the 
present-day song books. There are some song books published 
especially for Beginner and Primary departments, copies of 
which should be in the hands of the workers with these chil- 
dren. The same song book will be suitable for the Junior, 
Intermediate, Young People's, and Adult departments. Prof. 
I. E. Reynolds says: "It is foolish to think that Juniors have 
to have songs different from the Adults. Juniors are quick to 
take in things. They comprehend what they are singing more 
easily than we sometimes think ... A high standard of gospel 
songs should be used in all departments in the Sunday school. 
A book filled with jingly music should not be tolerated; yet, 
good, live, wide-awake tunes which appeal to the pupils must 
be used. . . . The great church hymns have been too much neg- 
lected in the Sunday school by some. Much can be accom- 
plished by a wise, tactful song leader in teaching the pupils to 
sing the great old church h5Tnns.*' 


There are many good song books to be had. The Sunday 
School Board's most recent song book. Songs of Faith, is a 
first-class song book for use in all of the church services. 

3. A Good Accompanist. 

Quoting from Professor Reynolds again, "The accompanist 
should be a good sight reader and know well the art of hymn 
and gospel song playing." Certainly the accompanist for the 
Sunday school and for each and every department in the 
Sunday school should be chosen with great care. In the event 
a skilled accompanist is not to be had, the church should use 
means to help in the training of one. Special courses of Church 
Music are given at the Southwestern Theological Seminary, 
Fort Worth, and at the Baptist Bible Institute, New Orleans. 

4. A Good Leader. 

This individual may be called the Director of Music or 
the Chorister or Conductor. He may be employed by the 
church or he may be a volunteer worker. No matter which, 
he will have a great opportunity to serve. He should be a close 
student of methods of work throughout the entire Sunday 
school. He should study the books in the Training Course for 
Sunday School Workers. He should understand the charac- 
teristics of the pupils in each department in the Sunday school. 
He should be a happy, joyous Christian, full of the love of the 
Lord. What a wonderful opportunity such a man has as 
leader of the music in the Sunday school ! 

Let us call attention to some of these opportunities. 

(1) He should co-operate with the superintendent. 

The song leader and the superintendent should get together 
once a week to select the songs and confer about the pro- 
gram for the following Sunday. The songs should be carefully 
selected. They should be chosen because the words of the 
songs are appropriate to the lesson of the day, and because 
of the truths they teach. They should all be selected because 
they teach one or more of the truths of the lesson of the day. 
To be sure, opportunity should be given frequently for singing 
class songs of the different classes and the favorite songs 


of the pupils from time to time, but the leader should have a 
good supply of suitable songs always selected before he 
reaches the building Sunday morning. There is scarcely a 
sadder spectacle than to see a Sunday school superintendent or 
chorister making a page-to-page canvass of a song book looking 
for "something familiar," while the Sunday school sits and 

(2) He should lead the pupils to sing. 

This is an easy task in some places and a difficult one in 
others. However, it may be done anywhere by tactful persis- 
tence and consecrated common sense. The leader should re- 
member that the Bible does not say "sing with a little more 
pep," but it does say "sing with the spirit and sing with the un- 
derstanding." There is a wide difference between the two. A 
few good songs, properly interpreted and sung with the "spirit 
and with the understanding," are a wonderful means of praise 
and worship, and prepare teachers and pupils for the lesson 
which follows the service of song. 

(3) He should train the pupils to sing. 

There should be seasons of special training in singing for 
the children and young people annually or semi-annually. No 
doubt in some schools this could be done best by departments. 
They should all be taught the rudiments of music. There 
should be meetings at the church building to practice and to 
learn new songs. The chorister should train and utilize the 
pupils in singing duets and quartets and other special songs. 

(4) He should organize an orchestra, 

A fine chance is afforded the chorister to utilize the musical 
talents of the young people and boys and girls by organizing 
and maintaining a Sunday school orchestra. In large schools 
there is often material for an orchestra in both the Young 
People's and Intermediate departments. These may be com- 
bined when the entire Sunday school meets together just pre- 
ceding the morning preaching service and also for the evening 
preaching service. 



Chapter I 

1. Name the hvo types of Sunday schools mentioned in this study. 

Slate the number of officers and teachers required for each. 

2. Stale ihe three factors which largely determine the type to which a 

Sunday school belongs. 

3. What are the four tests of efficdeaicy that every Sunday school should 

stand ? 

Chapter II 

4. Mention the twofold responsibility in connection with the pastor's 

position in the Sunday school. 

5. Give three reasons why the pastor should not run the Sunday school. 

6. State at least five of the things the pastor should do in connection 

with the work of the Sunday school. 

7. How does the Sunday school present to the pastor a great soul-win- 

ning opportunity? 

8. State three things emphasizing the value of the Sunday school as an 

opportunity to preach the gosp>el. 

9. Mention at least five ways in which the pastor may utilize the church 

members in service in the Sunday school. 

Chapter III 

10. Give four points outlining the position of the superintendent. 

11. Give an estimate of the responsibility involved in the position of 


12. How should the authority of the superintendent manifest itself? 

13. In what three ways does the Sunday school present opportunity to 

superintendents for helping ztnd blessing the lives of multitudes of 
people ? 

14. Discuss the far-reaching results of the work of the superintendent. 

What will finally determine the basis of his rewards? 

Chapter IV 

15. Mention four spiritual qualifications which should characterize the 


16. State three things which should be included in the superintendent's 

consecration to the work. 

17. Name four elements of leadership which the superintendent should 


18. State the difference in aggressiveness and progressiveness as applied 

to the superintendent's leadership. 

19. Give the three essentials for arousing and maintaining enthusiasm on 

the part of the superintendent. 


Chapter V 

20. Discuss the importance of preparation and mention some lines of 

study a superintendent should follow. 

21. How will a study of the Bible prepare the superintendent for his 


22. What should the superintendent know about Sunday school equip- 


23. Why should the superintendent study human nature? How may he 

be; able to secure knowledge on this subject? 

Chapter VI 

24. Into what two main divisions is the work of the superintendent 

divided ? 

25. Give an outline of the work of the superintendent during the week. 

26. What two steps are necessary in keeping the Sunday school organ- 


27. Discuss the unfailing method in building the Sunday school. 

28. In what two ways may the superintendent secure and maintain a 

high grade of teaching in the school? 

(1) Discuss a practical method of training the officers and 


(2) What are the four essentials of a good teachers' meeting. 

29. Discuss the work of the superintendent in winning the lost to Christ. 

30. State three reasons why Sunday school pupils should attend the 

preaching service. How get them to attend? 

31. Discuss the superintendent's place of leadership in the social life of 

the Sunday school. Give three types of socials suggested. 

Chapter VII 

32. What is the secret of good program-making? What should be the 

desiE^n of the superintendent's Sunday morning program? 

33. WTiy should the superintendent acquaint the Sunday school with the 

Denominational program? What is the threefold obligation? 

34. State briefly the suggestions about the superintendent and Standards. 

35. Discuss the superintendent's responsibility for an annual Vacation 

Bible School. 

Chapter VIII 

36. State the five periods into which the work of the Sunday school may 

be divided Sunday morning. Discuss each. 

Chapter IX 

37. State the essential differences in the type of Sunday schools to which 

Programs No. 1 and 2 would be suitable. 

Chapter X 

38. Name the conditions governing the number of associate superinten- 

dents a Sunday school should have. 

39. Mention the possible duties of the associate superintendents. 


Chapter XI 

40. Give sotnie qualifications of a good lecretary. 

41. Wh^i'" are the two main duties of the Sunday school secretary? 

42. Wh« are the four duties of a secretary in connection with records? 

43. State the threefold value of the Six Point Record System to the 

superintendent and pastor. 

Chapter XII 

44. What is the proper method of financing a Sunday school? 

45. In financing the Sunday school, mention five things the chiuch should 


46. State the advantage of the church's financing the Sunday school. 

47. State a fundamental in Sunday school financing. 

48. What is the best method in receiving offerings? 

49. How may the treasurer keep the question of missions constantly be- 

fore the Sunday school? 

Chapter XIII 

50. Give the fourfold need for a church library. 

51. What kind of books should the church library contain? 

52. Discuss the duties of the librarian. 

53. Mention two good methods to be employed in securing the necessary 

books. Describe a book shower. 

54. How may the librarian maintain the interest of the pupils in the 

library and get the books read? 

Chapter XIV 

55. Discuss the place of music in the Bible. Quote two verses of Scrip- 

ture in this connection. 

56. State the importance of music as a means of worship and praise in 

the Sunday school. 

57. Discuss the value of music in teaching Sunday school pupils the 

great fundamental doctrines of the Bible; and its value in pro- 
claiming the gosf)el to the lost. 

58. Mention four requisites to good music in the Sunday school. 

59. State four duties of the director of music. 

} ( :